TY - JOUR
T1 - Children's engagement during collaborative learning and direct instruction through the lens of participant structure
AU - Sun, Jingjing
AU - Anderson, Richard C.
AU - Lin, Tzu Jung
AU - Morris, Joshua A.
AU - Miller, Brian W.
AU - Ma, Shufeng
AU - Thi Nguyen-Jahiel, Kim
AU - Scott, Theresa
N1 - Publisher Copyright:
© 2022 Elsevier Inc.
PY - 2022/4
Y1 - 2022/4
N2 - The joint effects of instructional approach and participant structure on children's engagement were investigated in 24 fifth-grade classrooms during a six-week unit on wolf management. 96 four-minute episodes sampled from the lesson videos were coded in 30-second intervals for individual students’ momentary cognitive-behavioral engagement, momentary emotional engagement, and current participant structure. Multilevel ordinal regression analyses showed that children were three times more likely to be cognitively and behaviorally engaged and one-and-a-half times more likely to be emotionally engaged during collaborative groups than direct instruction. Children's cognitive-behavioral engagement depended upon participant structure: Children in collaborative groups were most engaged in lessons during peer interaction, whereas children receiving direct instruction were more engaged when interacting with the teacher. Children were more likely to be emotionally engaged when talking with peers, the teacher, or both peers and the teacher than when alone. The study contributes to new understanding of engagement as a function of the nature and conditions for participation in lessons.
AB - The joint effects of instructional approach and participant structure on children's engagement were investigated in 24 fifth-grade classrooms during a six-week unit on wolf management. 96 four-minute episodes sampled from the lesson videos were coded in 30-second intervals for individual students’ momentary cognitive-behavioral engagement, momentary emotional engagement, and current participant structure. Multilevel ordinal regression analyses showed that children were three times more likely to be cognitively and behaviorally engaged and one-and-a-half times more likely to be emotionally engaged during collaborative groups than direct instruction. Children's cognitive-behavioral engagement depended upon participant structure: Children in collaborative groups were most engaged in lessons during peer interaction, whereas children receiving direct instruction were more engaged when interacting with the teacher. Children were more likely to be emotionally engaged when talking with peers, the teacher, or both peers and the teacher than when alone. The study contributes to new understanding of engagement as a function of the nature and conditions for participation in lessons.
KW - Collaborative learning
KW - Direct instruction
KW - Momentary engagement
KW - Observational measures
KW - Participant structure
UR - http://www.scopus.com/inward/record.url?scp=85126449214&partnerID=8YFLogxK
U2 - 10.1016/j.cedpsych.2022.102061
DO - 10.1016/j.cedpsych.2022.102061
M3 - Article
AN - SCOPUS:85126449214
SN - 0361-476X
VL - 69
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
M1 - 102061
ER -