How tertiary learning advisors can support students engaged in online collaborative group work in large STEM courses
DOI:
https://doi.org/10.26473/ATLAANZ.2025.1/002Keywords:
STEM, online learning, collaborative, group work, challengesAbstract
The article introduces Tertiary Learning Advisors (TLAs) in Aotearoa to several supportive strategies designed to engage students conducting collaborative group work online in large Science, Technology, Engineering and Mathematics (STEM) courses. The catalyst for this initiative was a learning design response to a largely amotivated and demotivated stage two STEM course cohort at the University of Auckland. Amotivation is a learner’s realisation that either their current learning trajectory is too difficult or pointless, and demotivation is a specific trigger leading to amotivation (Dörnyei & Ushioda, 2011). The resulting intervention provided teaching staff with a robust methodology designed to re-engage students in this course. Understanding the challenges these students then experienced can enable TLAs in Aotearoa to more empathetically support students who are challenged by working collaboratively in large online STEM courses.
References
Aycock, A., Garnham, C., & Kaleta, R. (2002). Lesson learned from the hybrid course project [Electronic version]. Teaching with Technology Today, 8. http://www.uwsa.edu/ttarticles/graham2.htm
Bernard, R. M., Rubalcava, B. R., & St-Pierre, D. (2000). Collaborative online distance learning: Issues for future practices and research. Distance Education, 21(2), 260–277. https://doi.org/10.1080/0158791000210205
Bishnoi, N. (2017). Collaborative learning: A learning tool advantages and disadvantages. Indian Journal of Health and Wellbeing, 8(8), 850–852.
Boe, M. V., Henriksen, E. K., Lyons, T., & Schreiner, C. (2011). Participation in science and technology: Young people’s achievement-related choices in late-modern societies. Studies in Science Education, 47(1), 37–72. https://doi.org/10.1080/03057267.2011.549621
Burdett, J. (2003). Making groups work: University students’ perceptions. International Education Journal, 4(3), 177–200.
Carter, S., & Bartlett-Trafford, J. (2008). Who are we? Aotearoa New Zealand tertiary learning advisors talk about themselves. In E. Manalo, J. Bartlett-Trafford, & S. Crozier (Eds.), Walking a tightrope – The balancing act of learning advising: Proceedings of the 2007 Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) (pp. 39–61). ATLAANZ.
Cheung, Y. Y. H., Lam, K. F., Zhang, H., Kwan, C. W., Wat, K. P., Zhang, Z., Zhu, K., Chung, Y. K., & Yin, G. (2023). A randomized controlled experiment for comparing face-to-face and online teaching during COVID-19 pandemic. Frontiers in Education, 8, Article 1160430. https://doi.org/10.3389/feduc.2023.1160430
Darnon, C., Butera, F., & Harackiewicz, J. (2007). Achievement goals in social interactions: Learning with mastery vs. performance goals. Motivation and Emotion, 31(1), 61–70. https://doi.org/10.1007/s11031-006-9049-2
Demski, J. (2009). STEM picks up speed: The use of authentic scenarios to teach abstract concepts such as constant velocity is helping educators spark student interest in math and science. THE Journal (Technological Horizons in Education), 36(1), 22–26.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge University Press.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.
Gaddis, B., Napierkowski, H., Guzman, N., & Muth, R. (2000). A comparison of collaborative learning and audience awareness in two computer-mediated writing environments. Annual proceedings of selected research and development papers presented at the National Convention of the Association for Educational Communications and Technology. Denver, CO. https://files.eric.ed.gov/fulltext/ED455771.pdf
Grubbs, M. (2013). Bridging design research and theory with teaching and learning. Technology education for the future: A play on sustainability – Proceedings of the Pupil's Attitudes Toward Technology International Conference. Christchurch, New Zealand. https://assets-002.noviams.com/novi-file-uploads/iteea/pubs/PATT27proceedingsNZDec2013-836793cd.pdf
Hasanah, U. (2020). Key definitions of STEM education: Literature review. Interdisciplinary Journal of Environmental and Science Education, 16(3), e2217. https://www.ijese.com/download/key-definitions-of-stem-education-literature-review-8336.pdf
Hobbs, L., Clark, J. C., & Plant, B. (2018). Successful students – STEM program: Teacher learning through a multifaceted vision for STEM education. In R. Jorgensen & K. Larkin (Eds.), STEM education in junior secondary (pp. 133–168). Springer Nature.
Hsu, Y. S., Lin, Y. H., & Yang, B. (2017). Impact of augmented reality lessons on students’ STEM interest. Research and Practice in Technology Enhanced Learning, 12(1), 2. https://doi.org/10.1186/s41039-016-0039-z
Jenks, C. J. (2017). Race and ethnicity in English language teaching: Korea in focus. Multilingual Matters.
Johnson, R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in the science classroom. Science and Children, 24, 31–32. https://www.jstor.org/stable/43166314
Kear, K. (2010). Social presence in online learning communities. 7th International Conference on Networked Learning, Aalborg, Denmark. http://oro.open.ac.uk/21777/2/299A98F0.pdf
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. Journal of STEM Education, 3(11), 1–11. https://doi.org/10.1186/s40594-016-0046-z
Kubat, U., & Guray, E. (2018). To STEM or not to STEM? That is not the question. Cypriot Journal of Educational Sciences, 13(3), 388–399. https://files.eric.ed.gov/fulltext/EJ1193465.pdf
Lamb, R., Akmal, T., & Petrie, K. (2017). Development of a cognition‐priming model describing learning in a STEM classroom. Journal of Research in Science Teaching, 52(3), 410–437. https://doi.org/10.1002/tea.21200
Lane, S. (2016). Promoting collaborative learning among students. American Journal of Educational Research, 4(8), 602–607. https://doi.org/10.12691/education-4-8-4
Liu, D., & Bridgman, A. (2023). What to do about assessments if we can’t out-design or outrun AI? University of Sydney. https://unisydmy.sharepoint.com/:b:/g/personal/danny_liu_sydney_edu_au/EVnXmBOhOMdOrA7_plQLh5kB5rwPKw7fPOAMYvS2FO682Q?e=ztgXRi
Marra, R. M., Steege, L., Tsai, C. L., & Tang, N. E. (2016). Beyond “group work”: An integrated approach to support collaboration in engineering education. International Journal of STEM Education, 3, 1–15. https://doi.org/10.1186/s40594-016-0050-3
Maarouf, S. A. (2019). Supporting academic growth of English language learners: Integrating reading into STEM curriculum. World Journal of Education, 9(4), 83–96. https://doi.org/10.5430/wje.v9n4p83
McDonald, C. V. (2016). STEM education: A review of the contribution of the disciplines of science, technology, engineering, and mathematics. Science Education International, 27(4), 530–569. https://www.icaseonline.net/sei/december2016/p4.pdf
McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), 194–211. https://doi.org/10.1080/15391523.2016.1175856
Mioduser, D., Nachmias, R., & Forkosh-Baruch, A. (2017). New literacies for the knowledge society. In J. Voogt, G. Knezek, R. Christensen, K. W. Lai, K. Pratt, P. Albion, & P. Resta (Eds.), The international handbook of information technology in primary and secondary education: Part 2 (pp. 23–42). Springer.
Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education: Innovations and Research, 15(1), 5–10. https://www.jstem.org/jstem/index.php/JSTEM/article/view/1917/1581
Morrison, J. S. (2006). TIES STEM education monograph series: Attributes of STEM education. TIES.
Nag, S., Katz, J. G., & Saenz-Otero, A. (2013). Collaborative gaming and competition for CS-STEM education using SPHERES Zero Robotics. Acta Astronautica, 83, 145–174. https://doi.org/10.1016/j.actaastro.2012.09.006
Park, J. S.-Y. (2009). The local construction of a global language: Ideologies in South Korea. Mouton de Gruyter.
Pawilen, G. T., & Yuzon, M. R. A. (2019). Planning a science, technology, engineering, and mathematics (STEM) curriculum for young children: A collaborative project for pre-service teacher education students. International Journal of Curriculum and Instruction, 11(2), 130–146. https://files.eric.ed.gov/fulltext/EJ1232759.pdf
Restivo, T., Chouzal, F., Rodrigues, J., Menezes, P., & Lopes, J. B. (2014, April). Augmented reality to improve STEM motivation. In 2014 IEEE Global Engineering Education Conference (EDUCON) (pp. 803–806). IEEE. https://doi.org/10.1109/EDUCON.2014.6826187
Robinson, K. (2013). The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach. Computers & Education, 62, 298–307. https://doi.org/10.1016/j.compedu.2012.11.003
Salzman, H. (2013). What shortages? The real evidence about the STEM workforce. Issues in Science and Technology, 29(4), 58–67. https://issues.org/what-shortages-the-real-evidence-about-the-stem-workforce/
Schellens, T., & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21(6), 957–975. https://doi.org/10.1016/j.chb.2004.02.025
So, H.-J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51, 318–336. https://doi.org/10.1016/j.compedu.2007.05.009
So, H. J., & Kim, B. (2005). Instructional methods for computer-supported collaborative learning (CSCL): A review of case studies. Paper presented at the 10th CSCL Conference, Taipei, Taiwan.
Sotardi, V., & Friesen, M. (2017). Student reflections on learning and studying during the transition to university: Implications for tertiary learning advisors. ATLAANZ Journal, 2(1), 19–35. https://doi.org/10.26473/ATLAANZ.2017.2.1/002
Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21–51. https://doi.org/10.3102/00346543069001021
Totten, S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative learning: A guide to research. Garland.
Waipapa Taumata Rau/University of Auckland. (2024). Graduate profiles: 2024 graduate profile. Waipapa Taumata Rau/University of Auckland. https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/graduate-profile.html
Wang, H.-H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1–13. https://doi.org/10.5703/1288284314636
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Yang, D., & Baldwin, S. J. (2020). Using technology to support student learning in an integrated STEM learning environment. International Journal of Technology in Education and Science, 4(1), 1–11. https://doi.org/10.46328/ijtes.v4
Zahn, C., Krauskopf, K., Hesse, F. W., & Pea, R. (2012). How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams. International Journal of Computer-Supported Collaborative Learning, 7(2), 259–284. https://doi.org/10.1007/s11412-012-9145-0
Zhou, T., & Colomer, J. (2024). Cooperative learning promoting cultural diversity and individual accountability: A systematic review. Education Sciences, 14(6), 567. https://doi.org/10.3390/educsci14060567
