Vol. 6, Issue 2, Part B (2024)

In the 21st century, being considered illiterate no longer merely refers to an inability to read and write it now encompasses a lack of technological proficiency. The COVID-19 pandemic brought a change in the education system, compelling a transition from traditional methods to digital platforms. This shift has revolutionized how individuals interact, share knowledge, and achieve collective goals. When individuals come together with a shared goal, a collective power is unleashed. In 1944, Kurt Lewin introduced the concept of group dynamics, emphasizing it as a field dedicated to understanding the characteristics of groups, the principles guiding their evolution, and their interactions with individuals, and other groups. On the other hand, collaborative learning, supported by digital technology, enhances the zone of proximal development (ZPD). In digital environments, collaborative learning leverages technology to facilitate communication, resource sharing, and problem-solving among learners. This study delves into the complexities of collaborative learning in digital environments, focusing on the influence of group dynamics on learning outcomes.