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An Analytic Comparison of Student-Scheduled and Instructor-Scheduled Collaborative Learning in Online Contexts

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Computers in Education 4 - Online and Distributed Learning I

Page Count

16

DOI

10.18260/1-2--41212

Permanent URL

https://peer.asee.org/41212

Download Count

481

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Paper Authors

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Mariana Silva University of Illinois at Urbana - Champaign

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Mariana Silva is a Teaching Associate Professor in the Department of Computer Science at the University of Illinois at Urbana-Champaign. Silva is known for her teaching innovations and educational studies in large-scale assessments and collaborative learning. She has participated in two major overhauls of large courses in the College of Engineering: she played a key role in the re-structure of the three Mechanics courses in the Mechanical Science and Engineering Department, and the creation of the new computational-based linear algebra course, which was fully launched in Summer 2021. Silva research focuses on the use of web-tools for class collaborative activities, and on the development of online learning and assessment tools. Silva is passionate about teaching and improving the classroom experience for both students and instructors.

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Geoffrey Herman University of Illinois at Urbana - Champaign

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Dr. Geoffrey L. Herman is the Severns Teaching Associate Professor with the Department of Computer Science at the University of Illinois at Urbana-Champaign. He earned his Ph.D. in Electrical and Computer Engineering from the University of Illinois at Urbana-Champaign as a Mavis Future Faculty Fellow and conducted postdoctoral research with Ruth Streveler in the School of Engineering Education at Purdue University. His research interests include creating systems for sustainable improvement in engineering education, conceptual change and development in engineering students, and change in faculty beliefs about teaching and learning. He is an associate editor with the Journal of Engineering Education and a board member of the Computing Research Association Education committee.

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Yucheng Jiang

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Seth Poulsen University of Illinois at Urbana - Champaign

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Matthew West University of Illinois at Urbana - Champaign

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Yueqi Jiang University of Illinois at Urbana - Champaign

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Abstract

Collaborative learning can improve student learning, student persistence, and the classroom climate. While work has documented the tradeoffs of face-to-face collaboration and asynchronous, online learning, the trade-offs between asynchronous (student-scheduled) and synchronous (instructor-scheduled) collaborative and online learning have not been explored. Structured roles can maximize the effectiveness of collaborative learning by helping all students participate, but structured roles have not been studied in online settings. We performed a quasi-experimental study in two courses -- Computer Architecture and Numerical Methods -- to compare the effects of asynchronous collaborative learning without structured roles to synchronous collaborative learning with structured roles. We use a data-analytics approach to examine how these approaches affected the student learning experience during formative collaborative learning assessments. Teams in the synchronous offering made higher scoring submissions (5-10% points better on average), finished assessments more efficiently (11-16 minutes faster on average), and had greater equality in the total number of submissions each student made (for example, significant increase of 13% in the mean equality score among all groups).

Silva, M., & Herman, G., & Jiang, Y., & Poulsen, S., & West, M., & Jiang, Y. (2022, August), An Analytic Comparison of Student-Scheduled and Instructor-Scheduled Collaborative Learning in Online Contexts Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41212

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