Shared Resources: Engineering Students' Emerging Group Understanding of Thermodynamic Work

Abstract

Background We have developed several interactive virtual laboratories (IVLs) based on a sequence of agent‐based molecular simulations designed to target specific threshold concepts to help students learn thermodynamics. We previously analyzed learning in the IVLs from a cognitive perspective, seeking to repair students' misconceptions; however, that perspective provided limited information for iteratively improving the IVLs. Purpose In this study, we shift to a sociocultural perspective to identify student learning resources activated during their engagement in the Thermodynamic Work IVL. We seek to identify the productive social and environmental triggers through which students develop conceptual ideas using technology in a social setting. Method We conducted emergent lexical coding on a cohort of 187 students' textual responses as they completed the IVL in a studio setting. We then analyzed the discursive and technology interactions of four students from different groups using video recordings. Results Coding results show distributions of students' activated resources. Almost all of the students demonstrated productive ideas, and almost all also revealed opportunities to learn more. Through the detailed studies, we illustrate the moment‐by‐moment interactions of students with one another and with technology to describe how they activate and share resources. These interactions are conceptualized and illustrated through the construct of shared resources. We relate shared resources to processes of knowledge co‐construction and knowledge transfer, and discuss implications for instructional practice and educational technology design. Conclusions The resources framework helps us recognize productive ideas in students' evolving understanding of thermodynamic work. Shared resources allows for elaboration of the interwoven cognitive and social aspects of learning.

Analyzing students’ collaboratively solving spherical unit vector problems in upper-level E&M through a lens of shared resources

“…To begin to answer our research question, we conducted emergent coding-identifying themes that emerged from the ways students collaborated in their group problem solving-which eventually led us to adopt the construct of shared resources [12] to understand the moment-bymoment mechanism of their collaboration. Both authors participated in the coding process, which involved three rounds of analysis.…”

“…These two phenomena were extensive in all three interviews, and seemed to have played an important role in helping them solve the problem at hand. From there, we decided to adopt the shared resources framework [12] to conduct a third round of analysis.…”

“…Through this analysis, we observed one common mechanism in all three group-interviews whereby students collaborated effectively: first one student activated a conceptual resource and expressed it, then another student took up that idea, and finally the whole group together used that idea to move forward with the problem. This mechanism exemplifies a newer framework: shared resources [12]. We further analyzed students' collaboration through the lens of shared resources and identified multiple instances.…”

Retroalimentación de los estudiantes sobre el uso de vídeos docentes como apoyo al estudio de la Termodinámica

“…Por ejemplo, se han elaborado e implementado recursos multimedia interactivos que incluyen gráficos, diagramas, animaciones, audios, etc. de acceso libre y gratuito (Huang y Gramoll, 2004), se han desarrollado laboratorios virtuales interactivos en los que los estudiantes pueden llevar a cabo experimentos virtuales y responder a diversas cuestiones que se plantean (Cao y Koretsky, 2018), se han realizado y usado vídeos docentes con distintos objetivos, como compensar carencias en los conocimientos previos necesarios para la asignatura, servir de soporte para la comprensión de aquellos conceptos más difíciles de entender y/o la resolución de problemas, o bien lanzar desafíos a los estudiantes de mayor rendimiento para que extrapolen sus conocimientos hacia la resolución de problemas reales de cierta complejidad (Forciniti y Cernusca, 2010).…”

Examining Relationships Between Student Interactions with Peers and Resources and Performance in a Large Engineering Course Using Social Network Analysis

“…Today more than ever before, engineering instructors are able to provide students access to a variety of course specific resources, ranging from traditional, printed textbased information, to web-based activities which support students' individual processes of learning [1]. Moreover, in keeping with the theoretical foundations of social learning [2,3], engineering instructors may often encourage students to "work in groups" to prepare assignments and learn technical course content through group-based problem solving. Along with the cognitive and emotional benefits of social learning, group work is considered an important strategy for promoting the development of the teaming and communication skills needed for professional engineering practice [4].…”