Development of a Modes of Collaboration framework

TL;DR

This paper introduces the Modes of Collaboration framework, a multi-dimensional model for analyzing student interactions in group physics work, aiding in designing effective collaborative learning environments.

Contribution

The paper develops a novel, adaptable framework for categorizing student interactions in group learning, based on video analysis of physics problem-solving sessions.

Findings

Identified distinct modes of student interaction

Framework captures social, discursive, and content dimensions

Demonstrated framework's applicability through examples

Abstract

Group work is becoming increasingly common in introductory physics classrooms. Understanding how students engage in these group learning environments is important for designing and facilitating productive learning opportunities for students. We conducted a study in which we collected video of groups of students working on conceptual electricity and magnetism problems in an introductory physics course. In this setting, students needed to negotiate a common understanding and coordinate group decisions in order to complete the activity successfully. We observed students interacting in several distinct ways while solving these problems. Analysis of these observations focused on identifying the different ways students interacted and articulating what defines and distinguishes them, resulting in the development of the Modes of Collaboration framework. The Modes of Collaboration framework defines student interactions along three dimensions: social, discursive, and disciplinary content. This multi-dimensional approach offers a unique lens through which to consider group work and provides a flexibility that could allow the framework to be adapted for a variety of contexts. We present the framework and several examples of its application here.