Invited talk to researchers at Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, Denmark

Activity: Talk or presentation typesInvited talk

Description of Activity

Development and transfer of Self, Co and Socially Shared Regulation of Learning skills in teams of neurotypical and neuro-atypical students: A multi-case study

Constructivist approaches, such as Flipped Classroom and Project Based Learning, are commonly used within engineering education. Challenges linked to group-work often render these approaches ineffective, inefficient and less inclusive. Self, Co and Shared regulation scripts offer a potentially efficient way to orchestrate group-work. However, over-scripting and successful transfer of skills to un-orchestrated environments pose challenges. Trust and conflict are important for team effectiveness but they have rarely been investigated within engineering education or scripting studies. Likewise, benefits of non-social prompts for inclusiveness have not been investigated. To this end, I developed a Computer Orchestrated Group Learning Environment (COGLE), which supports and promotes cooperation, group-wide mastery and encourages teammates to come together. I investigated its impact on acquiring knowledge, skills and attitudes necessary for team working. I also studied the transfer of these newly acquired skills to an un-orchestrated setting. This research contributes to the theory around use of computer orchestration for attitudes and regulation skills development. It explores important links between team effectiveness and conflict management, self-efficacy, team-trust and regulation skills. Two literal replication cases helped verify the findings related to COGLE use and a theoretical replication helped discard the rival theory explanations. In the theoretical replication case, students orchestrated their learning and working themselves. Within-case and cross-case analysis helped generate empirical evidence used in modifying the theoretical framework. COGLE helped neuro-typical and neuro-atypical students to engage in early and often communication, experienced reduced social awkwardness, and developed trust in each other in record time. It helped transfer goal-orientedness and regulations skills to an un-orchestrated team task. Neuro-typical students improved their self-efficacy with neuro-atypical students not that far behind and they delivered on team tasks together. Whereas in the theoretical replication case, clique formation, low cognitive trust, low self-efficacy, delayed communication, and partial completion highlighted the challenges of un-orchestrated constructivist settings.
Period14 Oct 2021
Held atAalborg University, Denmark
Degree of RecognitionInternational

Keywords

  • Trust
  • teamwork
  • Socially Shared Regulation of Learning
  • regulation of learning
  • CSCL
  • Scripting
  • Orchestration