Impact of Instructor Intervention on the Conceptual Understanding of Undergraduate Engineering Students Working in a Group

Robin Jephthah Rajarathinam, Emma Mercier

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

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.

Original languageEnglish (US)
Title of host publicationProceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022
EditorsArmin Weinberger, Wenli Chen, Davinia Hernandez-Leo, Bodong Chen
PublisherInternational Society of the Learning Sciences (ISLS)
Pages258-265
Number of pages8
ISBN (Electronic)9781737330646
DOIs
StatePublished - 2022
Event15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022 - Hiroshima, Japan
Duration: Jun 6 2022Jun 10 2022

Publication series

NameProceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)1814-9316

Conference

Conference15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022
Country/TerritoryJapan
CityHiroshima
Period6/6/226/10/22

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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