Observations of Student Behavior in Collaborative Learning Groups

Adams, Jeffrey P.; Brissenden, G.; Lindell, Rebecca; Slater, Timothy F.; Wallace, Joy

doi:10.3847/aer2001002

Cited by 18 publications

(11 citation statements)

References 4 publications

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“…Our first case, Group E1, had 1 female and 2 male students. Although previous research states that groups are likely to be inequitable if minority students are outnumbered by majority students [4,[19][20][21], we found that Kalie had equitable interactions with Sebastian and Will. From this result, we set out to test whether groups are equitable if the female students are the most in charge of their groups.…”

Section: Synthesizing Across Casescontrasting

confidence: 86%

“…The literature also highlights that equity in group activities may depend on the gender composition of the group. For example, groups where female students are underrepresented in the group have been found to be inequitable [4,19]. In physics labs, specifically, mixed-gender groups have been found to be inequitable as students divide tasks along gender lines [2,3,9,10].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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How do gender and inchargeness interact to affect equity in lab group interactions?

Jeon¹,

Kalender²,

Sayre³

et al. 2020

2020 Physics Education Research Conference Proceedings

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In physics lab groups, students experience a wide range of equitable and inequitable interactions. After observing videos of students collaborating in an introductory physics lab, we defined that an equitable group is one in which every student's bids are heard by their peers. We developed a methodology to characterize different lab groups by tracking students' bid exchanges and assessing their levels of inchargeness. The analysis of equitable and inequitable groups showed that lab groups where one student is in charge can be equitable, as long as each group member's opinions are acknowledged. We also found that gender and inchargeness do not sufficiently predict the equity of student groups. Based on these results, we argue that students that are in charge use their inchargeness to make their groups either equitable or inequitable. Future work will explore whether additional variables interact with inchargeness to predict levels of equity in group work.

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Section: Synthesizing Across Casescontrasting

confidence: 86%

Section: Theoretical Backgroundmentioning

confidence: 99%

How do gender and inchargeness interact to affect equity in lab group interactions?

Jeon¹,

Kalender²,

Sayre³

et al. 2020

2020 Physics Education Research Conference Proceedings

View full text Add to dashboard Cite

show abstract

“…As a result of the several different tasks related to creating a video, pairs of students are able to "divide and conquer" them and in the end, produce much higher quality videos than students who work by themselves, with a few exceptions. Over the 18 semesters during which this project was assigned, teams of females and small teams of male/female worked well together, consistent with findings of Adams, Brissenden, Lindell, Slater, & Wallace (2001) who found in one case study that "females were categorized as watching passively and or disengaged significantly more frequently when working in groups that contained uneven numbers of males and females." Therefore, keeping the groups small (i.e., in pairs) is ideal and optimizes both video quality and student participation in the project.…”

Section: Student Feedbacksupporting

confidence: 82%

Video Killed the Writing Assignment

Zellner

2018

JAESE

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An introductory Astronomy survey course is often taken to satisfy a college graduation requirement for non-science majors at colleges around the United States. In this course, material that can be broadly categorized into topics related to “the sky”, “the Solar System”, “the Galaxy”, and “cosmology” is discussed. Even with the wide variety of topics in these categories, though, students may not be 100% interested in the course content, and it is almost certain that a specific topic about which a student wishes to learn is not covered. To at least partly address these issues, to appeal to all of the students in this class, and to allow students to explore topics of their choice, a video project has been assigned to students at Albion College as a class activity. In this assignment, students are asked to create a video of a famous (or not) astronomer, astronomical object or discovery, or telescope observatory to present to the class. Students work in pairs to create a video that is original and imaginative and includes accurate scientific content. For this project, then, students use a familiar technology and exercise their creativity while learning a little (or a lot of) science along the way. Herein data on types and topics of videos, examples of videos, assignment requirements and grading rubrics, lessons learned, and student comments will be discussed and shared.

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“…One of the guys for the longest time really talked down to me and they'd work a problem and I'd put my input in and he'd look at me and say, 'And do you understand'?" Although it appears that there are not serious issues in the majority of groups, observations of group dynamics, reported elsewhere, might provide more insight into the prevalence of these important issues that are only briefly glimpsed in focus group interviews (Adams et al 2000).…”

Section: Theme 5: Extant Gender Issues In Some Cooperative Groupsmentioning

confidence: 99%

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

Skala

Slater

Adams

2000

Publ. – Astron. Soc. Aust

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Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

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Observations of Student Behavior in Collaborative Learning Groups

Cited by 18 publications

References 4 publications

How do gender and inchargeness interact to affect equity in lab group interactions?

How do gender and inchargeness interact to affect equity in lab group interactions?

Video Killed the Writing Assignment

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

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