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ERIC Number: EJ1186109
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-4744
EISSN: N/A
Available Date: N/A
Student Resistance to Collaborative Learning
Stover, Sheri; Holland, Cindra
International Journal for the Scholarship of Teaching and Learning, v12 n2 Article 8 2018
The advancing complexity of today's corporate environment requires that employees are able to collaborate in the workplace. This mixed methods research study follows a nursing faculty's efforts to incorporate collaborative learning (CL) into an introductory nursing class. The mixed-methods research study found that while students' final grades improved in the initial CL flipped classroom design (p < 0.0005), their levels of student resistance deepened which resulted in significantly lower levels of community of inquiry (p = 0.004), lower levels of satisfaction, and many negative open-ended comments (83%). Using Tolman and Kreming's (2017) integrated model of student resistance (IMSR) as a guideline, the instructor was successful in redesigning the CL class to overcome students' resistance as measured by significantly higher levels of community of inquiry (p < 0.0005), higher levels of satisfaction (p < 0.0005), and many less negative open-ended comments (54% vs 83%).
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A