Journal
STUDIES IN HIGHER EDUCATION
Volume 38, Issue 1, Pages 87-103Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/03075079.2011.565122
Keywords
group cognitive complexity; collaborative learning; team composition; teamwork quality; group cognition
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Collaborative learning has important group-level benefits, yet most studies in higher education only focus on individual benefits of collaborative learning experiences. This study extends these insights by testing a model in which teamwork quality mediates the impact of several compositional differences (gender, nationality and teamwork expertise diversity, as well as need for cognition disparity) on groups cognitive complexity in a sample of 159 student groups. The results support the mediating role of teamwork quality, and have important practical implications for the design of student groups in higher education.
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