Student Resistance to Collaborative Learning

Abstract

The advancing complexity of today's corporate environment requires that employees are able to collaborate in the workplace. This mixed methods research study follows a nursing faculty's efforts to incorporate collaborative learning (CL) into an introductory nursing class. The mixed-methods research study found that while students' final grades improved in the initial CL flipped classroom design (p < .0005), their levels of student resistance deepened which resulted in significantly lower levels of community of inquiry (p = .004), lower levels of satisfaction, and many negative open-ended comments (83%). Using Tolman and Kreming's (2017) integrated model of student resistance (IMSR) as a guideline, the instructor was successful in redesigning the CL class to overcome students' resistance as measured by significantly higher levels of community of inquiry (p < .0005), higher levels of satisfaction (p < .0005), and many less negative openended comments (54% vs 83%).

Student resistance in the classroom—Functional‐instrumentalist, critical‐emancipatory and critical‐functional conceptualisations

“…Many of the suggestions in the literature address the above‐mentioned reasons for student resistance. University teachers should, for example, create a favourable classroom climate (e.g., interactive teaching style, empathetic learning environment and transparency) that supports the learning process (Benbassat, ; Cornelius‐White, ; Silverthorn, ; Stover & Holland, ; Yüksel, ). They should also accept students as stakeholders and active participants in the learning process (Lund Dean & Jolly, ; Pursell, ; Yüksel, ).…”

Digital collaborative learning in nursing education: a systematic review

“…It also enables teachers to cater for variations in students’ learning styles and ages by using various sorts of learning materials, like links, pictures, videos and versatile discussion methods . However, to support collaborative learning, learning environments should have a student‐centred design, taking into account factors that prevent and promote collaborative learning . These include socioemotional aspects of interaction that may either promote or hinder productive collaborative efforts .…”

Understanding Students’ Resistance to Autonomous Learning in an L2 English Language Course at a University in Lebanon

“…Students often enact resistance to change in their learning environments, either overtly or in less direct ways. Researchers describe learner resistance as opposition, oppositional behaviors, oppositional attitudes, tension, or reluctance (Bloom, 2007;Canagarajah, 1993;Jing, 2006;Miller & Zuengler, 2011;Stover & Holland, 2018;Walton, 2011). English language classrooms are 'potential sites of resistance as complex language and cultural ideologies come together and often result in conflict' (Miller & Zuengler, 2011,133).…”

“…Classroom practice, however, shows that learners are not always able or prepared to embrace a greater responsibility for their own learning. Many studies in the L2 tertiary classroom reflect different moments of tension or resistance when active methodologies that promote autonomy are introduced (Bloom, 2007;Canagarajah, 1993;Jing, 2006;Miller & Zuengler, 2011;Stover & Holland, 2018;Walton, 2011).…”