Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/62695
Title: Learning effectiveness and satisfaction in study groups : a consideration of the moderating factors
Authors: Pang, E
Hung, H 
Keywords: Group learning
Learning effectiveness and satisfaction
Workload equity
Mutual collaboration
Interpersonal understanding
Issue Date: 2012
Publisher: ESci Journals Publishing
Source: International journal of educational studies, 2012, v. 5, no. 1, p. 79-94 How to cite?
Journal: International journal of educational studies 
Abstract: The emerging predominance of group learning in the business world represents a significant trend of group work assignments in the context of formal education. Group learning effectiveness and satisfaction has been analyzed on the basis of traditional theories of group dynamics. However, the assessment of learning effectiveness and satisfaction has its uniqueness and requires special attention. Based upon equity theory, we propose a model to highlight the significant impact of workload equity and mutual collaboration on members’ performance and satisfaction in the group learning process. We conduct a study to validate the relationship and the results support our proposition. In addition, with reference to predicted outcome value theory, we propose that information transparency has a highly significant moderating effect in the group learning process. Hence, the findings of this study are consistent with the results of previous studies on team effectiveness that found conflicts and individual satisfaction to be negatively associated, and interpersonal understanding amongst team members to be positively correlated with team learning. On top of this observation, our study contributes to literature by highlighting the significance of information transparency in the group learning process. Finally, some implications, limitations, and recommendations of our study are discussed.
URI: http://hdl.handle.net/10397/62695
ISSN: 1979-7877
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