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This study investigates differences in collaborative behaviors among undergraduate engineering capstone students through a behavioral sorting methodology. Using the Comprehensive Assessment of Team Member Effectiveness Behaviorally Anchored Rating Scale (CATME-B), 25 students from a senior-level interdisciplinary engineering capstone course sorted collaborative behaviors according to their observed frequency in collaborative experiences. The sorting revealed patterns worth further investigation across technical/task-oriented, process-oriented, and interpersonal/social dimensions of collaboration, with variations emerging between demographic groups. Technical behaviors showed consistent observation across the sample, while process-oriented and interpersonal behaviors exhibited notable variability. The initial results suggest that collaborative behaviors may be influenced by sociocultural dynamics, with students adapting their engagement strategies in response to identity-related and culturally situated contexts. This preliminary investigation indicates the need for further research to examine how students’ perceptions and attitudes toward collaborative behaviors influence their engagement in engineering group work; particularly focusing on the relationships between individual beliefs, group contexts, and behavioral choices. Such understanding could inform theoretical models of engineering collaboration and guide the development of evidence-based approaches to collaborative learning.
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Characterising Individual-Level Collaborative Learning Behaviours Using Ordered Network Analysis and Wearable Sensors
Wearable positioning sensors are enabling unprecedented opportunities to model students’ procedural and social behaviours during collaborative learning tasks in physical learning spaces. Emerging work in this area has mainly focused on modelling group-level interactions from low-level x-y positioning data. Yet, little work has utilised such data to automatically identify individual-level differences among students working in co-located groups in terms of procedural and social aspects such as task prioritisation and collaboration dynamics, respectively. To address this gap, this study characterised key differences among 124 students’ procedural and social behaviours according to their perceived stress, collaboration, and task satisfaction during a complex group task using wearable positioning sensors and ordered networked analysis. The results revealed that students who demonstrated more collaborative behaviours were associated with lower stress and higher collaboration satisfaction. Interestingly, students who worked individually on the primary and secondary learning tasks reported lower and higher task satisfaction, respectively. These findings can deepen our understanding of students’ individual-level behaviours and experiences while learning in groups.
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- Award ID(s):
- 2201723
- PAR ID:
- 10539639
- Publisher / Repository:
- Springer, Cham
- Date Published:
- Edition / Version:
- 1
- Volume:
- 1
- Issue:
- 1
- ISSN:
- 1865-0929
- ISBN:
- 978-3-031-47014-1
- Page Range / eLocation ID:
- 66-80
- Subject(s) / Keyword(s):
- Collaborative Learning Learning Analytics Educational Data Mining Ordered Network Analysis Stress Satisfaction
- Format(s):
- Medium: X Size: 1011KB Other: pdf
- Size(s):
- 1011KB
- Location:
- Melbourne, VIC, Australia
- Sponsoring Org:
- National Science Foundation
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