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Collaborative processes in online learning environments require appropriate computer-supported collaborative learning (CSCL) pedagogy and methods to structure and support groups to effectively build knowledge (Stahl, 2013). Many previous studies have documented the benefits of collaborative group, learning mainly in terms of motivation, engagement, and achievement (Arendale & Hane, 2014). In this work, under the auspices of CSCL, we propose a new approach to group formation to improve collaborative learning in distance education courses.
There is an impressive body of literature on methods of group formation in collaborative learning to improve the quality of student interaction. Over the last several decades, group learning has been successfully applied to various educational settings, including interactive, supportive technology for effectively supporting small group collaboration online (Bekele, 2006; Johnson, Johnson, & Holubec, 1986; Johnson, Johnson, & Stanne, 2001; Kumar & Rosé, 2011; Moreno, Ovalle, & Vicari, 2011; Webb, 1992; Yang, Sinha, Adamson, & Rose, 2013).
Many researchers have studied different methods of group formation to enhance knowledge building in educational environments. Depending on the type of group formation, group interactions facilitate the development of cognitive, creative, social, and motivational processes. Therefore, research efforts have been dedicated to identifying which characteristics are fostered by different types of group configuration.
The results of many studies have indicated that diversity among students can bring different perspectives, which boosts creativity (Amabile & Michael, 2016; Aragon & Williams, 2011; Kennedy, Coffrin, De Barba, & Corin, 2015; Nonaka, 2009). The effectiveness of any educational situation is dependent on the association of different student perspectives, experiences, and prior knowledge (Kennedy et al., 2015). For example, Webb (1992) stated that students with lower levels of knowledge in a subject can improve their performance when placed in heterogeneous groups; this is because these students receive more elaborate explanations on the subject from more knowledgeable colleagues. Similarly, those students with more knowledge also benefit, because when explaining the learning contents to other students, it helps them to reorganize their ideas and clarify information on different aspects of the topic. In this sense, learning groups should be heterogeneous with respect to the knowledge levels of their members.
The results of other studies have shown that shared student interests contribute to better motivation and engagement among learners (Lin, Huang, & Cheng, 2010; Pekrun & Linnenbrink-Garcia, 2012; Yang et al., 2013). Many tools in CSCL have been implemented to bring students with common interests together (Karamolegkos, Patrikakis, Doulamis, Vlacheas, & Ni-Kolakopoulos, 2009). In this context, learning groups should be homogeneous regarding student interests.