A Multidimensional Framework of Collaborative Groups' Disciplinary Engagement

Autor/inn/en	Rogat, Toni Kempler; Hmelo-Silver, Cindy E.; Cheng, Britte Haugan; Traynor, Anne; Adeoye, Temitope F.; Gomoll, Andrea; Downing, Brenda K.
Titel	A Multidimensional Framework of Collaborative Groups' Disciplinary Engagement
Quelle	In: Frontline Learning Research, 10 (2022) 2, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cooperative Learning; STEM Education; Learner Engagement; Student Behavior; Metacognition; Middle School Students; Interpersonal Relationship; Group Dynamics; Interaction; Student Projects; Video Technology; Cooperation + Suchen Sie Ihr Suchwort? Kooperatives Lernen; STEM; Student behaviour; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppendynamik; Interaktion; Schulprojekt; Co-operation; Kooperation
Abstract	This research is aimed at developing novel theory to advance innovative methods for examining how collaborative groups progress toward productively engaging during classroom activity that integrates disciplinary practices. This work draws on a situative perspective, along with prior framings of individual engagement, to conceptualize engagement as a shared and multidimensional phenomenon. A multidimensional conceptualization affords the study of distinct engagement dimensions, as well as the interrelationships of engagement dimensions that together are productive. Development and exploration of an observational rubric evaluating collaborative group disciplinary engagement (GDE) is presented, leveraging the benefits of observational methods with a rubric specifying quality ratings, enabling the potential for analyses of larger samples more efficiently than prior approaches, but with similar ability to richly characterize the shared and multidimensional nature of group engagement. Mixed-methods analyses, including case illustrations and profile analysis, showcase the synergistic interrelations among engagement dimensions constituting GDE. The rubric effectively captured engagement features that could be identified via intensive video analysis, while affording the evaluation of broader claims about group engagement patterns. Application of the rubric across curricular contexts, and within and between lessons across a curricular unit, will enable comparative studies that can inform theory about collaborative engagement, as well as instructional design and practice. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01