Toward the Effective Implementation of Collaborative Problem Solving in Undergraduate Engineering Classrooms: Co-designing Guidelines for Teaching Assistants

Abstract

LuEttaMae Lawrence has a PhD in Education from the University of Illinois at Urbana-Champaign in Digital Environments for Learning, Teaching, and Agency. Her background as a graphic designer inspired her interest in the design of learning environments. Her research focuses on the affordances of educational technology in formal and informal spaces and how researchers use the design process to facilitate and scaffold interdisciplinary work.

Innovating and modernizing a Linear Algebra class through teaching computational skills

“…Research indicates that engaging students in collaborative activities is associated with increased student persistence and improved student learning outcomes and retention [8,9]. Successful and productive collaborations are rarely guaranteed, but they can be greatly improved by (a) careful design of the task [10,11], (b) assignment of team roles [12] and (c) the use of available technologies to both promote collaborations among students and support the instructors implementing these activities [13,14].…”

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

“…Successful and productive collaborations are not guaranteed. Collaboration can be greatly improved by careful design of learning tasks [3,4], assignment of team roles [5], and the use of technologies [6,7].…”

Board 254: Developing Tools, Pedagogies, and Policies for Computer-Based Collaborative Learning Activities

“…Research indicates that engaging students in collaborative activities is associated with increased student persistence, and improves student learning outcomes and retention [1,2]. Successful and productive collaborations are rarely guaranteed, however they can be greatly improved by a careful design of the task [3] and the use of available technologies, to both promote collaborations among students and support the instructors implementing these activities [4,5,6,7]. However, most of the evidence-based practices for collaborative learning rely on the assumption of face-to-face interactions [5,6] or asynchronous online activities [8,9].…”