Digital group work represents a core component of contemporary distance education, yet it simultaneously presents considerable challenges for students. In light of the growing significance of digital and collaborative learning environments—and the limited research on students’ subjective experiences—this thesis examines how distance learners perceive cognitive, social, and emotional disruptions within digital group work. To address this, a systematic review of empirical studies was undertaken and analysed using the Community of Inquiry (CoI) framework, extended to incorporate the concept of emotional presence. The objective was to develop a typology of subjectively experienced disruptions. The findings highlight several key stressors, including unclear task structures, limited social interaction, inadequate emotional expression, and organisational or time-related constraints. The paper concludes with practical recommenda-tions for the design of digital group work, underscoring the value of synchronous communication and trust-building strategies.
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- Citation du texte
- Daniela Haindl (Auteur), 2025, Ruptures in Digital Group Work in Online Studies, Munich, GRIN Verlag, https://www.grin.com/document/1691713
