Student Perceptions of the Emergent Properties of Interactive Learning During Classroom Group Work

• In Event: Poster Session 9
  In Poster Session: Motivation, Engagement, and Identity

Abstract

The purpose of this study was to examine the underlying latent factors of collaborative emergence, a concept that describes how classroom groups function from a complex systems perspective, as predictors of perceived innovation during classroom activities, controlling for individual-level engagement (cognitive and behavioral). The study produced two important findings: 1) evidence for a stable two factor solution underlying the concept of collaborative emergence, f1 = complexity and f2 = adaptivity; 2) evidence that collaborative emergence has the potential to account for significantly larger amounts of variation in classroom innovation than individual-level cognitive or behavioral constructs.

Authors

• Jonathan C. Hilpert, Georgia Southern University

• Jenefer E. Husman, Arizona State University