דפוסי שימוש של סטודנטים מאחת האוניברסיטאות בישראל בקבוצות לימוד דיגיטליות זמניות, והקשר בינם לבין הפוטנציאל האקדמי וההישגים האקדמיים של חברי הקבוצה

Education is rapidly moving to the virtual sphere. This is particularly true in the post-COVID socioeducational climate, in which teaching and learning are technologically supported. For the first time, this article analyzes patterns of online social interactions in Teacherless Learning Groups (TLG) and their correlation with admission and BA completion results. The findings indicate that interactions in such networks are practical and immediate, and focus on the allocation of the immediate information required to succeed in exams. TLG users are most often students with lower admission and BA completion results who use these platforms as a compensatory mechanism. In addition, some TLG users serve as agents to “maximize” the achievements of other students. This process has been identified among students with relatively high levels of achievement. The research findings have significant implications for the future of academic instruction, especially in situations where lecturers are unaware of the activities of such social groups. The findings indicate that academic instruction is not limited to a certain place and time, and that institutions of higher education should take this into account when planning study programs and curriculums.