Digital group work is a key element in distance education but often comes with a variety of barriers that may intensify individual strain and structural inequality. Grounded in the Community of Inquiry framework, this study explores to what extent distance learners perceive cognitive, social, and emotional barriers during digital collaboration. Using problem-centered interviews and Mayring’s qualitative content analysis, the subjective experiences of two Master’s students in Educational Science at FernUniversität in Hagen were examined. The findings reveal that time pressure, communication difficulties, and emotional strain can not only disrupt group dynamics but also reinforce existing inequalities in distance learning. The study offers initial empirical insights into perceived barriers in digital group work in distance education and highlights the need for further research, especially regarding potential support strategies.
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- Daniela Haindl (Autor:in), 2025, Barriers in Digital Group Work in Distance Learning, München, GRIN Verlag, https://www.grin.com/document/1691703
