Three case studies of the impact of instructional style on student engagement in postsecondary collaborative learning classes.

This examination of group learning addressed the problem of why some attempts at collaboration are more successful than others. The conceptual frame for the study draws from (a) epistemological theory associated with social constructionism and 20th century social and educational theory that supports the use of collaboration in work and learning environments, and (b) teaching and learning theory involving the study of cognition and an adaptation of an expectancy-value model of motivation. The investigator hypothesized that an interactive instructional approach would be more effective in enhancing student satisfaction and engagement than traditional approaches involving authoritative or detached instructional tactics. To test the hypotheses, students in each of three classes from separate institutions (a community college, a private liberal arts college, and a comprehensive state university) completed a questionnaire that: (a) measured perceptions of and satisfaction with class instruction and functioning, and (b) measured changes in levels of motivation and cognition from the beginning to the end of the term. The test confirmed the hypotheses. The outcomes were then interpreted through qualitative methods that revealed that the interactive instructor spent more time working directly with students in groups, discussing assignments, and modeling appropriate member behavior than did the other two professors. The data suggest that students whose professor utilized an interactive style had more favorable collaborative and intellectual experiences than students in the other two classes. The study's principle results indicate that the professor who approaches group work with traditional didactic methods tends to treat students as recipients of information and knowledge and as a consequence students are less motivationally and cognitively engaged. By contrast, the professor who treats students as active participants in the learning process is more likely to encourage interaction among all members, to teach collaborative techniques, and guide students through thinking processes. Such instructional behavior is more likely to elicit greater student engagement, satisfaction, and more positive educational outcomes. It was not possible through this study, however, to rule out other causal factors such as class size, instructor enthusiasm, personality, and knowledge and skills needed for successful collaborative instruction.Ph.D.EducationEducational philosophyEducational psychologyHigher educationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/129703/2/9610160.pd