Student and Faculty Context Effects on College Students' Collaborative Learning Skill

• In Event: Roundtable Session 23
  In Roundtable Session: Research on Cooperative Learning

Abstract

Our first research question was: To what extent are student-student and student-faculty interactions predictive of graduating seniors’ perceived collaborative learning skill? Our results provided evidence that student-faculty interaction is positively associated with graduating seniors’ perceived collaborative learning skill. Our second research question was: Is the relationship of student-student and student-faculty interaction to graduating seniors’ perceived collaborative learning skill moderated by college students’ gender and/or academic area? Results indicate that the relationship between student-student interactions and the outcome, and the relationship between student-faculty interactions and the outcome are not moderated by the gender. However, the same relationship is moderated by students’ academic area. The impact of student-student interaction on the outcome variable increases significantly for students in hard-pure academic areas.

Authors

• Sumeyra Sahbaz, Oklahoma State University

• Steven M. Culver, Virginia Polytechnic Institute and State University

• Penny L. Burge, Virginia Polytechnic Institute and State University