Open AccessShould you become a leader in online collaborative learning? Impact of assigned leadership on learning behaviors, outcomes, and perceptions
Author(s) -
Heng Luo,
Xu Han,
Ying Chen,
Yanjiao Nie
Publication year - 2022
Publication title -
plos one
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.99
H-Index - 332
ISSN - 1932-6203
DOI - 10.1371/journal.pone.0266653
Subject(s) - context (archaeology) , collaborative learning , psychology , perception , team learning , educational leadership , cooperative learning , medical education , mathematics education , pedagogy , teaching method , open learning , medicine , paleontology , neuroscience , biology
The growing prevalence of collaborative learning spaces in higher education highlights the importance of student leadership for group learning. Thus, leadership assignment as a common practice in online collaborative learning merits special attention. To investigate the impact of assigned leadership and its key characteristics in promoting team learning in the online context, a semester-long quasi-experiment was conducted with 94 students in a graduate-level blended course. The results revealed significant differences between assigned leaders and group members in certain participating behaviors. However, the impact of assigned leadership on learning outcomes and perceptions was insubstantial. Additionally, student leaders’ academic achievement was found to have little impact on group members’ learning behaviors and learning outcomes, and mixed results were reported regarding the influence of leader behaviors on group performance. The research findings can inform the crucial decision of leader selection and extend our understanding of leadership in online collaborative learning.