Laux, D., & Jackson, A., & Mentzer, N. (2016, June), Impact of Collaborative Learning on Student Persistence in First Year Design Course  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25536

\bibitem{asee_peer_25536}
  Laux, D., \& Jackson, A., \& Mentzer, N. (2016, June), \emph{Impact of Collaborative Learning on Student Persistence in First Year Design Course}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25536

Dawn Laux, Andrew Jackson, and Nathan Mentzer.  "Impact of Collaborative Learning on Student Persistence in First Year Design Course".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25536 Internet.  02 Jan, 2025

\bibitem{asee_peer_25536}
  Dawn Laux, Andrew Jackson, and Nathan Mentzer.
  "Impact of Collaborative Learning on Student Persistence in First Year Design Course".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25536 Internet.  02 Jan, 2025

@INPROCEEDINGS{asee_peer_25536
author = "Dawn Laux, Andrew Jackson, and Nathan Mentzer"
title = "Impact of Collaborative Learning on Student Persistence in First Year Design Course"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25536}
number = {10.18260/p.25536}
}

TY  - CPAPER
AB  - This research paper seeks to evaluate the impact of collaborative learning on student persistence and the methods by which the impact is mediated. Collaboration is frequently listed among skills required for students to succeed in the workplace. Engineering standards include developing “an ability to function on multidisciplinary teams” as well as “an ability to communicate effectively.” Active learning strategies, including collaborative learning techniques, have been encouraged to promote student learning and engagement. However, a gap exists in literature when it comes to connecting collaborative learning to student engagement and persistence.
A model has been recommended whereby collaborative learning impacts turnover intention (persistence) while being mediated by factors of campus connectedness, a sense of community, and organizational commitment. Prior research has applied this model to participation in a computer supported collaborative learning environment and been able to significantly describe relationships between nearly all factors. The purpose of this study is to apply the model in an introductory design course and assess model fit for these factors influencing student persistence.
Nine hundred fourteen students enrolled during two semesters of an introductory design thinking course were surveyed and included in analysis. The course is a flipped classroom, including computer supported collaborative learning among other unique features. Data will be analyzed through structural equation modeling to simultaneously evaluate relationships among the factors.
Results from the model will be reported. Researchers anticipate that usability of the system will positively impact collaborative learning. Next, collaborative learning will lead to a greater sense of campus connectedness and sense of community for students. These two factors will contribute to organizational commitment and reduction of turnover intention.
Implications for this model include expansion of student attrition research as it relates to technology and engineering education and the contribution of this model to understanding student attitudes in the domain of engineering and design thinking. While collaborative learning is important the present research is an opportunity to assess its impact on students beyond the acquisition of new knowledge.
AU  - Dawn Laux
AU  - Andrew Jackson
AU  - Nathan Mentzer
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Impact of Collaborative Learning on Student Persistence in First Year Design Course
UR  - https://peer.asee.org/25536
DO  - 10.18260/p.25536
ER  -