TY - GEN
T1 - Impact of Instructor Intervention on the Conceptual Understanding of Undergraduate Engineering Students Working in a Group
AU - Rajarathinam, Robin Jephthah
AU - Mercier, Emma
N1 - Publisher Copyright:
© ISLS.
PY - 2022
Y1 - 2022
N2 - This preliminary study examines interaction patterns between instructors and students and how the interactions impact students' conceptual understanding. Video data was drawn from four discussion sections in a required undergraduate engineering course involving six instructors. Emergent coding schemes were developed and were used to analyze how different instructors intervened in groups of students during different scenarios. Confirmatory factor analysis (CFA) was performed to understand the main contributors of interaction that led to high conceptual understanding talk. The study suggests that the instructor's observation of students before intervention does not significantly affect their interaction with students or their conceptual understanding discourse. Non-IRE (Initiate-Response-Evaluate) discourse patterns and scaffolding for problem solving were primary estimators of instructor-student interaction quality. There was a significant effect of instructor-student interaction on their conceptual understanding discourse.
AB - This preliminary study examines interaction patterns between instructors and students and how the interactions impact students' conceptual understanding. Video data was drawn from four discussion sections in a required undergraduate engineering course involving six instructors. Emergent coding schemes were developed and were used to analyze how different instructors intervened in groups of students during different scenarios. Confirmatory factor analysis (CFA) was performed to understand the main contributors of interaction that led to high conceptual understanding talk. The study suggests that the instructor's observation of students before intervention does not significantly affect their interaction with students or their conceptual understanding discourse. Non-IRE (Initiate-Response-Evaluate) discourse patterns and scaffolding for problem solving were primary estimators of instructor-student interaction quality. There was a significant effect of instructor-student interaction on their conceptual understanding discourse.
UR - http://www.scopus.com/inward/record.url?scp=85145590665&partnerID=8YFLogxK
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U2 - 10.22318/cscl2022.258
DO - 10.22318/cscl2022.258
M3 - Conference contribution
AN - SCOPUS:85145590665
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 258
EP - 265
BT - Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022
A2 - Weinberger, Armin
A2 - Chen, Wenli
A2 - Hernandez-Leo, Davinia
A2 - Chen, Bodong
PB - International Society of the Learning Sciences (ISLS)
T2 - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022
Y2 - 6 June 2022 through 10 June 2022
ER -