2.5 References

[1] Hu, H. (2015). Building virtual teams: experiential learning using emerging technologies. E-Learning and Digital Media, 12(1), 17–33.

[2] Chang, B., & Kang, H. (2016). Challenges facing group work online. Distance Education, 37(1), 73–88.

[3] Clements, J.A., & Minnick, J. (2012). “But I’m too stressed to learn about groups!” Using stress-management groups to teach group work skills. Social Work with Groups, 35(4), 330–344.

[4] Hassanien, A. (2006). Student experience of group work and group assessment in higher education. Journal of Teaching in Travel and Tourism, 6(1), 17–39.

[5] Kasurinen, H. (Ed.) (2019). Opiskelijoiden hyvinvointi já tulevaisuudenusko ammattikorkeakoulussa. (Student well-being and future beliefs in University of Applied Sciences.) Laurea Julkaisut.

[6] Tuckman, B.W., Jensen, M.A.C. (1977). Stages of small-group development revisited. Group and Organization Studies, 2(4), 419–427.

[7] Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching.

[8] Pociask, S., Gross, D., & Shih, M.-Y. (2017). Does team formation impact student performance, effort and attitudes in a college course employing collaborative learning? Journal of the Scholarship of Teaching and Learning, 17(3), 19–33.

[9] Warhuus, J.P., Günzel-Jensen, F., Robinson, S., & Neergaard, H. (2021). Teaming up in entrepreneurship education: does the team formation mode matter? International Journal of Entrepreneurial Behaviour and Research, 27(8), 1913–1935.

[10] Levi, D. (2007). Group dynamics for teams. Thousand Oaks: Sage Publications.

[11] Redecker, C. (2017). European Framework for the Digital Competence of Educators (DigComEdu). Punie, Y. (ed). EUR 28775 EN. Luxembourg, Publications Office of the European Union, doi:10.2760/159770, JRC107466.