Student-to-student connectedness is promoted by active, student-centered learning processes. It is a socio-psychological result of interpersonal communication and behavior in the classroom, which emulates belonging, cohesiveness, and supportiveness among peers. Currently, two survey instruments exist—Dwyer et al.’s (Commun Res Rep 21(3):264–272, 2004. https://doi.org/10.1080/08824090409359988) Connected Classroom Climate Inventory and Johnson’s (Commun Res Rep 26(2):146–157, 2009. https://doi.org/10.1080/08824090902861622) amendment thereof, which have been used for nearly two decades to gain insight into instructional processes in face-to-face environments. However, research on student-to-student connectedness is relatively limited in the context of modern, technology-mediated learning environments. Arguably, where student-to-student connectedness is most urgently needed because of the decrease in face-to-face contact time between students and their instructors within online and hybrid learning environments. This study is a systematic literature review that presents a synthesis of twenty-four peer-reviewed journal articles, which empirically investigate student-to-student connectedness within face-to-face, hybrid, and online environments. The documentation of data is organized in accordance to the six aspects of activity theory (subjects, objects, mediating artifacts, rules, community, division of labor) to provide a basis for understanding the dynamics of each research report, as well as to assist identifying the trends and gaps in the literature, thereby expediting future research on this topic.

中文翻译：

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高等教育中学生与学生之间的联系：系统的文献综述

主动的，以学生为中心的学习过程可促进学生与学生之间的联系。这是教室中人际交往和行为的社会心理结果，它模仿同伴之间的归属感，凝聚力和支持力。当前，存在两种调查工具-Dwyer等人（Commun Res Rep 21（3）：264-272，2004. https://doi.org/10.1080/08824090409359988）Connected Classroom Climate Inventory和约翰逊的（Commun Res Rep 26（2）：146-157，2009年。https：//doi.org/10.1080/08824090902861622）修正案，该修正案已经使用了近二十年，以深入了解面对面环境中的教学过程。但是，在现代的，技术为中介的学习环境中，对学生与学生之间的联系性的研究相对有限。可以说 由于在线和混合学习环境中学生与导师之间的面对面交流时间减少，因此最迫切需要学生与学生之间的联系。这项研究是一篇系统的文献综述，提供了二十四篇经过同行评审的期刊文章的综述，这些文章以经验的方式调查了面对面，混合和在线环境中的学生与学生之间的联系。数据记录是根据活动理论的六个方面（主题，对象，中介工件，规则，社区，分工）进行组织的，从而为理解每个研究报告的动态提供了基础，并有助于识别文献中的趋势和空白，从而加快了对该主题的未来研究。