Student perceptions of the value of out-of-class interactions: Attitudes vs. Practice

TL;DR

This study explores students' perceptions and actual practices of out-of-class collaboration in physics courses, highlighting a gap between valuing and engaging in collaborative learning over time.

Contribution

It provides insights into the discrepancy between students' attitudes towards collaboration and their actual collaborative behaviors in introductory physics.

Findings

Students value out-of-class collaboration for success.

Practicing collaborative learning takes time to develop.

There is a delay between valuing and practicing collaboration.

Abstract

From industry to government to academia, attracting and retaining science, technology, engineering, and mathematics majors is recognized as a key element of the 21$^{\text{st}}$ century knowledge economy. The ability to retain students seems to be intimately tied with understanding their immersion into the academic and social system of an institution. For instance, it has been noted that insufficient interactions with peers can lead to a low commitment to the university and, ultimately, affect one's decision about whether to drop out. Since nearly half of first-time students who leave a university by the end of the freshman year never come back to college, the importance of understanding experiences in introductory courses as a means for improving students' persistence is particularly pronounced. We investigate students' experiences in an introductory physics courses, focusing on their self-reported perception of the values of out-of-class collaborations. We find that, even though students consider the out-of-class collaborations to be important for success, it takes a relatively long time before they start practicing collaborative learning.