Influence of group dynamics on blended higher-education training

Abstract

This article explores the benefits of combining blended learning and group dynamics approaches in higher education. While blended learning is known to offer greater efficiency in teaching hours than traditional face-to-face education, it can also result in a lack of communication and relatedness among peers, negatively impacting student well-being and performance. To address this, the study conducted an experiment with Master’s students from the European Institute of Innovation and Technology within the EIT Digital knowledge and innovation community. One group was instructed with traditional teaching methodology, while the other group was instructed with group dynamics infused blended learning. The study found that the blended learning students internalized the external motivator of group dynamics. The use of group dynamics infused blended learning approach not only sustained the well-being and performance of blended students, but also improved the assimilation of technical and soft skills compared to traditional approaches. Thus, the group dynamics serves as a catalyst for effective teaching in blended learning environments and enhances the students’ academic performance of group activities. Overall, the findings of this study suggest that blended learning education can be improved through the use of group dynamics. The article concludes that this work could contribute to the implementation of blended learning education in the post-coronavirus era, as it offers an effective approach for sustaining student wellbeing and performance while achieving teaching efficiency.

Keywords:  blended learning; higher education; group dynamics; efficiency; quantitative analysis; intrinsic motivation.