Poster #35 - Exploring the Influence of Transformative and Nontransformative Discourse on Individual Students' Learning

• In Event: 47.099 - MTCC Poster Session 11
  In Poster Session: 47.099-5 - Learning Sciences SIG Poster Session

Abstract

In this study, 156 students from five different high schools and colleges in the United States participated working as groups to learn about Ohm’s Law in a collaborative-inquiry learning environment. Using qualitative analysis, multilevel modelling, and data-mining techniques, we investigated the relationship between student engagement in transformative and non-transformative learning processes and learning outcomes. The results revealed that we could build accurate machine-learning models that automatically identify transformative and non-transformative discussions on a large scale. Additional quantitative analyses indicated that when groups engaged in additional interpretation and sustained mutual understanding, their members tended to have statistically better individual-learning outcomes. These analyses also indicated that when groups engaged in additional orientation and proposition generation, their members’ learning outcomes were statistically lower.

Authors

• Wanli Xing, Texas Tech University

• Vitaliy Popov, University of San Diego

• Gaoxia Zhu, University of Toronto