The Study On The Impact Of Group Leader In Blended Collaborative Learning

Blended learning which combines the advantages of online and offline classrooms has become the preferred method of teachers in the post-epidemic period of COVID-19.Combining collaborative learning with online learning is helpful to improve the effect of online education and cultivate students’ communication ability and collaboration ability.However,learners may not get the desired effect in the actual collaboration process.Role assignment which is a strategy to promote cooperation has been studied for a long time.However,there are still some limitations in the research on the role of group leader.Based on this,this study carried out a 9-week experimental study.This paper innovatively explores the influence of assigned group leader roles in blended collaborative learning in a time-line way and how the influence changes over time.The research results are interpreted from the perspective of leadership theory.This study can further deepen the understanding of the important concept of the assigned role of group leader in collaborative learning,provide theoretical support for solving the role design problem in collaborative learning,and also provide more possibilities for the way of role assignment in collaborative learning.The research content of this study mainly includes four aspects:First,verify the differences in learning performance caused by assigned group leader roles in collaborative learning.By controlling whether the team members are assigned to the role of group leader or not,the differences in participation behavior,learning experience and learning effect between group leader and group members in collaborative learning are compared.Second,explore the relationship between group leader’s performance level and team members’ learning performance.By comparing the correlation between the group leader’s learning performance level and the team members’ learning performance(include learning participation behavior,learning experience and learning effect),the relationship between the group leader’s performance and the group members’learning performance was explored.Thirdly,explore the relationship between the performance level of the group leader and the overall team cooperation effect.By comparing the correlation degree between the performance level of the group leader and the quality of the work jointly completed by the group,the relationship between the performance level of the group leader and the overall team cooperation effect was explored.Fourthly,explore the change of the influence of group leader status over time,including the change of the difference in learning performance brought by group leader status over time,the change of the relationship between group leader and team members’learning performance over time,and the change of the relationship between group members and the quality of teamwork over time.The results show that the group leader in blended collaborative learning plays the same role as the team leader in face-to-face collaborative learning.The main findings of this study are as follows:(1)The identity of group leader in collaborative learning brought about significant differences in learning participation behaviors,but such differences will change with the type of learning tasks and the passage of time.(2)The identity of group leader in collaborative learning had no significant effect on his learning experience.(3)The identity of group leader in collaborative learning brought significant difference to the learning effect at the lower level,but did not bring significant difference to the learning result at the higher level.(4)The participation behavior of the group leader in collaborative learning had an influence on the participation behavior of the team members,but this influence will change with the type of learning task and the passage of time.(5)In collaborative learning,the learning experience of the group leader had no significant effect on the learning experience of the group members.(6)In cooperative learning,the learning effect of the group leader had no significant influence on the learning effect of the group members.(7)The team leader’s different performance level in collaborative learning had a certain influence on the team cooperation effect of the whole group.Finally,based on the findings of the research,it is suggested that teachers should design reasonable learning tasks,encourage students to respond actively,choose a responsible person as the group leader,and guide the group leader to give more humanistic care to team members in collaborative learning.