Analyzing the Influence of Belbin’s Roles on the Quality of Collaborative Learning for the Study of Business Fundamentals

Bibliographic Data

ID22045490
AuthorsSandra Flores Ureba (Universidad Rey Juan Carlos), Clara Simón de Blas (0000-0002-6963-1295, Universidad Rey Juan Carlos), Oriol Borrás-Gené (0000-0002-1866-1857, Universidad Rey Juan Carlos, corresponding author), Almudena Macías-Guillén (0000-0002-5203-1488, Universidad Rey Juan Carlos)
Year2022
Volume12
Issue9
Pages594
Publication date2022-08-31
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci12090594
OpenAlexW4294151465
LanguageEN
References cited24

This work uses Belbin’s balanced group theory to analyze whether the formation of teams improved the performance of 21 groups formed by the 149 students of an Introduction to Business class in a collaborative learning environment in Higher Education. The analysis is based on a comparison of two types of groups: balanced groups (according to Belbin’s role theory) and those that are not so balanced. The analysis techniques used to determine any significant differences in student grade scores were the student average comparison and the Chi homogeneity tests. The relevance of the different roles that students can acquire when forming work groups was derived from multiple regression in the exams and practices punctuations, and the relevance of each student role was determined by discriminant analysis. The results indicate that balanced groups facilitate greater homogeneity in group grades, improving the performance of the group overall

Collaborative learning · Group work · Linear discriminant analysis · Machine learning · Management · Mathematics education · Team Role Inventories · Teamwork · Computer Science · Innovative Teaching and Learning Methods · Knowledge Management and Sharing · Online and Blended Learning · Psychology · Artificial Intelligence

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