Trust and conflict in group learning: the role of computer orchestrated learning

Engineering Education practice makes use of several group work scenarios such as Flipped classroom (FC) and Project based learning (PjBL). However, there are very few studies within Engineering Education Research body that investigate the interrelations between psychological constructs, such as trust and conflict management styles within such team-based settings. This paper presents preliminary results from one arm of a research project that investigates the inter-relationship between trust and conflict between teams of engineering students within a Flipped Classroom setting. The second arm (not reported here) investigates the same within PjBL settings. Students learning together in small teams used Computer Orchestrated Group Learning Environment (COGLE) as a teacherless intervention when mastering electronic engineering topics needed for successful performance within a FC session later on. Students took a knowledge based pre-test and filled in a self-reporting survey about their trust levels in their teammates at various stages of this study. They also completed the multi-item Style Matters instrument in order to capture their preference for approaches to conflict management when working with others in teams. In as little as 4 weeks of using COGLE, the students report increase in trust levels in their teammates. Within the same period all students expressed that their most preferred conflict management style was that to use a collaborative approach to team working. Apart from these gains, the students also reported a high learning gain of 32.61 (SD=14.75). Interview data from these participants is being analysed and is not included in this paper.