Computer-Supported Collaborative Learning in Support of SMET Undergraduate Retention: A Practice-Oriented CSCL Research Agenda

Project Summary Collaborative learning in general and Computer-Supported Collaborative Learning (CSCL) in particular can positively impact student learning. Several studies have shown significant impacts in SMET and other courses [28, 41, 48]. How it impacts student learning is still an open matter. We know that dialog has an impact on student learning [49, 31], but we know that that's not the only mechanism engendered by collaboration which impacts learning, and it may not even be a necessary one [21]. One way that collaboration seems to impact student learning is by sustaining student interest and motivation (to remain active within a class) which can result in improved retention. We have examples in the literature of collaborative learning situations dramatically impacting retention in a SMET course with historically low retention (e.g., [43, 20]). However, we know that, in very similar courses, collaboration can fail to have any impact at all [23]. Intellectual Merit We propose in this project to explore the ways in which CSCL can impact student interest and motivation as factors in retention in SMET courses. Our goal is to be able to make predictions about student retention based on classroom culture and CSCL practices. We then propose to directly apply the results by selecting courses with low retention and testing our predictions by attempting to improve retention by direct intervention in classroom practices and through implementation of CSCL-based activities. Broader Impact The broader impact is a deeper understanding of retention in SMET and developing a research agenda around directly applying learning science methods and technologies toward classroom practice problems. This work is in ROLE Quadrant Three, in that we are seeking to improve SMET learning by improving retention via a CSCL-based approach. The third year of the project, where we seek to change particular classes through our approach, will requirement development of a systemic approach to identifying and addressing retention problems, which starts moving the research into Quadrant Four. 1 Introduction: The potential of CSCL to impact SMET learning Collaboration can be a significant factor in student learning. Through collaboration students can reach understandings that none of the collaborators held previously [49]. Through collaboration, students can learn how to collaborate better—a significant result in fields where professionals must collaborate, e.g., Engineering. Accreditation for Engineering curricula requires collaboration [1] both because of the belief that it aids in learning and because of the desire for students to learn about collaboration …