This paper researched the success and failure of high performing 6th-grade students when put into groups of three. The students performed various tasks in their groups as well as alone. Several analyses were performed such as the quality of interaction in the group and if that had an impact on how well they could perform the same and similar tasks afterwards.
One key finding of this paper is that groups that perform well together, learn the material better. This relates to my ideas in a few ways: students can be led to tools that will help them relate better, and interactions could be tracked and relayed to the instructors (such as virtual daily scrum meeting frequency) for feedback to enhance the quality of interactions.
Less successful groups ignored or rejected correct proposals, whereas more successful groups discussed or accepted them.
Conversations in less successful groups were relatively incoherent as measured by the extent that proposals for solutions in these groups were connected with preceding discussions.
... the quality of interaction had implications for learning.