Electronic [re]constitution of groups: Group dynamics from face-to-face to an online setting

12 Abstract The authors work as online tutors for a BSc (Hons) physiotherapy programme at 13 Coventry University in the United Kingdom. This paper represents a stage in our 14 developing understanding, over a 3 year period, of the impact of group dynamics on online 15 interaction among physiotherapy students engaged in sharing with their peers their first 16 experiences of clinical practice. The literature exploring online interaction tends to situate 17 meaning either in theories borrowed from conventional face-to-face interaction or on virtual 18 interaction. Research focusing on ‘blended learning’ that combines face-to-face and online 19 interaction is limited in terms of considering how group dynamics impact groups that are 20 constituted and reconstituted in the two very different learning contexts. Using a case study 21 approach, the authors consider how group dynamics change as groups move from face22 to-face to online collaboration in pursuit of learning objectives. We character typical features 23 of the cases and draw conclusions based on similarities and differences. Findings suggest that 24 group learning is linked to group cohesion, which appears to be mediated by social and 25 cognitive factors students bring with them. Social presence appears vital to positive group 26 dynamics and is a precursor to cognitive presence, which develops when groups rise above 27 their desire to be sociable and supportive. Group dynamics, whether positive or negative, and 28 their consequent impact on interaction appear to be relatively stable across contexts once the 29 group scene is set through face-to-face interaction. Engagement and interaction of individual 30 students, however, can alter when face-to-face interaction moves online.