Collaborative learning (students helping each other learn by working in small groups) has become increasingly popular in instructional settings and offers many benefits, including improved learning outcomes and interpersonal skill development. Despite its many benefits, the characterization of learning teams that engage in effective collaborative learning remains unclear. In this study, quantitative and data-driven methodologies (content analysis and factor analysis) were used to identify the underlying dimensions of teamness in the education context. While previous work has studied classroom learning structures, this work integrates academic and non-academic sources to present a set of dimensions applicable to learning teams. Our analysis uncovered six distinct dimensions, including both general team dimensions (synergy, homogeneity) and an education-specific dimension (skill development). These findings provide a framework for educators and researchers to better characterize collaborative learning teams. Future research will extend this work and further explore the relationship between the team dimensions with learning outcomes.
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