Online academic group sentiment analyses informing workplace online group sentiment

Abstract

Purpose Researchers have investigated best practices for forming groups capable of completing projects cohesively for years. Online group formation has increased in recent years, peaking scientific interest in the sentiment that characterizes group cohesion from the point when the group is established to the stage where specific outcomes are produced. This research contributes to understanding online group dynamics by analyzing the sentiment of university students completing multiple nine-week group course projects with implications for workplaces. Design/methodology/approach Over eight nine-week terms, sentiment analyses were conducted on students' online reflection assignments, targeting their views on group interactions during group project completion. The assignment's context was to assess individual sentiment about the group experience that could build group sentiment implications for workplaces. Adult students from diverse academic and industry disciplines at a single university were participants. Four group models were considered possible drivers of student sentiment about their group experiences. Findings Punctuated Equilibrium, a classic group model, defined influences like remote distances and external obligations steering student sentiment outcomes. Instructors' active facilitation of group formation and development motivated students’ positive sentiments. Findings are akin to online organizational groups’ attempts to manage remote work and other responsibilities. Originality/value This study reinforced the importance of leveraging online students' collective sentiment to inform group dynamics in professional settings. Few studies have focused on the latter directly and exclusively. The results highlighted the sentiment kinship of online academic and organizational groups, validating the focused investigation of this study.