Abstract:

In recent years, higher education has undergone a significant transformation, driven by the rapid integration of digital technologies and the increasing demand for flexible learning environments. One of the most impactful changes has been the shift between traditional face-to-face teaching and various forms of distance learning. This transition has not only altered instructional delivery but has also reshaped how university students experience and engage in collaborative learning processes.

This research focuses on two modes of collaboration and the key dimensions of collaborative learning, including social interaction, motivation and engagement, as experienced during the elaboration of an evaluated case study. To support students in developing effective teamwork skills, an institutional online platform was provided. Accessible via student login, this platform offers structured resources including informational content, checklists, and templates designed to facilitate efficient and purposeful collaboration.

Drawing on qualitative data from semi-structured interviews with 338 undergraduate Business Administration students - comprising 22 face-to-face teams and 20 online teams - this research investigates how students address the key dimensions of teamwork across different learning environments and the extent to which the online-platform supports their effectiveness regarding collaboration.

The findings indicate that motivation and engagement are closely associated with students' sense of belonging, clarity of role distribution and access to constructive feedback. Findings reveal that face-to-face collaboration is often perceived as more spontaneous and socially engaging, fostering trust, clearer communication, and a stronger sense of accountability among team members. In contrast, distance learning environments offer flexibility and autonomy but are frequently associated with challenges such as reduced interpersonal connection, asynchronous communication barriers, and uneven participation. Nevertheless, some students appreciated the structure and independence afforded by online collaboration tools, particularly when supported by clear guidelines and adequate digital literacy. The research also emphasises the role of teachers in promoting social cohesion and ensuring clear expectations and processes in both face-to-face and online collaborative environments.

Based on the analysis, five design principles are proposed to enhance didactic approaches to student teamwork:
(1) clear communication structures,
(2) social bonding,
(3) reliability and commitment,
(4) technological robustness, and
(5) reflective feedback.

These principles emphasize the need for educators to design collaborative activities that are sensitive to the affordances and limitations of each environment, promoting inclusive and well-supported teamwork regardless of modality.

This paper contributes to a deeper understanding of how learning environments shape collaborative processes in higher education. It concludes by identifying aspects of social interaction that should be more deliberately addressed in online settings to foster sustained engagement and improve pedagogical practices. The insights gained aim to inform strategies for enhancing team-work effectiveness, student satisfaction, and learning outcomes in increasingly hybrid academic contexts.

Keywords:

Efficient collaboration, teamwork, higher educations, hybrid and in place.