Short Collaboration Tasks in Higher Education: Is Putting Yourself in Another’s Shoes Essential for Joint Knowledge Building?

Vitaliy Popov; Anouschka van Leeuwen; Eliza Rybska

doi:10.1007/978-3-030-11935-5_34

Short Collaboration Tasks in Higher Education: Is Putting Yourself in Another’s Shoes Essential for Joint Knowledge Building?

Vitaliy Popov^*
, Anouschka van Leeuwen
, Eliza Rybska

^*Corresponding author for this work

University of San Diego
Adam Mickiewicz University in Poznań

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

In Higher Education, students are often grouped together for short collaborative assignments. The question is how to optimally group students in order to achieve the potential rewards of such collaboration. In this study, the relation between the ability to take each other’s perspective, familiarity, experienced relatedness, and quality of collaboration was investigated. Thirty-three dyads of undergraduate students collaborated on a short genetics assignment. They first read information individually and then had to combine their knowledge to solve the task. By means of questionnaires, participants’ prior knowledge, perspective taking ability, familiarity, and relatedness to collaborative partner were measured. Only dyads’ average prior knowledge predicted the score on the group assignment. Implications for dyad grouping and further research are discussed.

Original language	English
Title of host publication	The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 2
Editors	Michael E. Auer, Thrasyvoulos Tsiatsos
Place of Publication	Cham
Publisher	Springer
Pages	353-359
Number of pages	7
Volume	2
ISBN (Electronic)	978-3-030-11935-5
ISBN (Print)	9783030119348
DOIs	https://doi.org/10.1007/978-3-030-11935-5_34
Publication status	Published - 1 Jan 2019
Event	21st International Conference on Interactive Collaborative Learning, ICL 2018 - Kos Island, Greece Duration: 25 Sept 2018 → 28 Sept 2018

Publication series

Name	Advances in Intelligent Systems and Computing
Volume	917
ISSN (Print)	2194-5357

Conference

Conference	21st International Conference on Interactive Collaborative Learning, ICL 2018
Country/Territory	Greece
City	Kos Island
Period	25/09/18 → 28/09/18

Keywords

Collaborative learning
Higher education
Perspective taking

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10.1007/978-3-030-11935-5_34

Popov2019_Chapter_ShortCollaborationTasksInHigheFinal published version, 164 KBLicence: Taverne

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Popov, V., van Leeuwen, A., & Rybska, E. (2019). Short Collaboration Tasks in Higher Education: Is Putting Yourself in Another’s Shoes Essential for Joint Knowledge Building? In M. E. Auer, & T. Tsiatsos (Eds.), The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 2 (Vol. 2, pp. 353-359). (Advances in Intelligent Systems and Computing; Vol. 917). Springer. https://doi.org/10.1007/978-3-030-11935-5_34

Popov, Vitaliy ; van Leeuwen, Anouschka ; Rybska, Eliza. / Short Collaboration Tasks in Higher Education : Is Putting Yourself in Another’s Shoes Essential for Joint Knowledge Building?. The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 2. editor / Michael E. Auer ; Thrasyvoulos Tsiatsos. Vol. 2 Cham : Springer, 2019. pp. 353-359 (Advances in Intelligent Systems and Computing).

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title = "Short Collaboration Tasks in Higher Education: Is Putting Yourself in Another{\textquoteright}s Shoes Essential for Joint Knowledge Building?",

abstract = "In Higher Education, students are often grouped together for short collaborative assignments. The question is how to optimally group students in order to achieve the potential rewards of such collaboration. In this study, the relation between the ability to take each other{\textquoteright}s perspective, familiarity, experienced relatedness, and quality of collaboration was investigated. Thirty-three dyads of undergraduate students collaborated on a short genetics assignment. They first read information individually and then had to combine their knowledge to solve the task. By means of questionnaires, participants{\textquoteright} prior knowledge, perspective taking ability, familiarity, and relatedness to collaborative partner were measured. Only dyads{\textquoteright} average prior knowledge predicted the score on the group assignment. Implications for dyad grouping and further research are discussed.",

keywords = "Collaborative learning, Higher education, Perspective taking",

author = "Vitaliy Popov and \{van Leeuwen\}, Anouschka and Eliza Rybska",

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doi = "10.1007/978-3-030-11935-5\_34",

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editor = "Auer, \{Michael E.\} and Thrasyvoulos Tsiatsos",

booktitle = "The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 2",

note = "21st International Conference on Interactive Collaborative Learning, ICL 2018 ; Conference date: 25-09-2018 Through 28-09-2018",

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Popov, V, van Leeuwen, A & Rybska, E 2019, Short Collaboration Tasks in Higher Education: Is Putting Yourself in Another’s Shoes Essential for Joint Knowledge Building? in ME Auer & T Tsiatsos (eds), The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 2. vol. 2, Advances in Intelligent Systems and Computing, vol. 917, Springer, Cham, pp. 353-359, 21st International Conference on Interactive Collaborative Learning, ICL 2018, Kos Island, Greece, 25/09/18. https://doi.org/10.1007/978-3-030-11935-5_34

Short Collaboration Tasks in Higher Education: Is Putting Yourself in Another’s Shoes Essential for Joint Knowledge Building? / Popov, Vitaliy; van Leeuwen, Anouschka; Rybska, Eliza.
The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 2. ed. / Michael E. Auer; Thrasyvoulos Tsiatsos. Vol. 2 Cham: Springer, 2019. p. 353-359 (Advances in Intelligent Systems and Computing; Vol. 917).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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T1 - Short Collaboration Tasks in Higher Education

T2 - 21st International Conference on Interactive Collaborative Learning, ICL 2018

AU - Popov, Vitaliy

AU - van Leeuwen, Anouschka

AU - Rybska, Eliza

PY - 2019/1/1

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N2 - In Higher Education, students are often grouped together for short collaborative assignments. The question is how to optimally group students in order to achieve the potential rewards of such collaboration. In this study, the relation between the ability to take each other’s perspective, familiarity, experienced relatedness, and quality of collaboration was investigated. Thirty-three dyads of undergraduate students collaborated on a short genetics assignment. They first read information individually and then had to combine their knowledge to solve the task. By means of questionnaires, participants’ prior knowledge, perspective taking ability, familiarity, and relatedness to collaborative partner were measured. Only dyads’ average prior knowledge predicted the score on the group assignment. Implications for dyad grouping and further research are discussed.

AB - In Higher Education, students are often grouped together for short collaborative assignments. The question is how to optimally group students in order to achieve the potential rewards of such collaboration. In this study, the relation between the ability to take each other’s perspective, familiarity, experienced relatedness, and quality of collaboration was investigated. Thirty-three dyads of undergraduate students collaborated on a short genetics assignment. They first read information individually and then had to combine their knowledge to solve the task. By means of questionnaires, participants’ prior knowledge, perspective taking ability, familiarity, and relatedness to collaborative partner were measured. Only dyads’ average prior knowledge predicted the score on the group assignment. Implications for dyad grouping and further research are discussed.

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Popov V, van Leeuwen A, Rybska E. Short Collaboration Tasks in Higher Education: Is Putting Yourself in Another’s Shoes Essential for Joint Knowledge Building? In Auer ME, Tsiatsos T, editors, The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 2. Vol. 2. Cham: Springer. 2019. p. 353-359. (Advances in Intelligent Systems and Computing). doi: 10.1007/978-3-030-11935-5_34

Short Collaboration Tasks in Higher Education: Is Putting Yourself in Another’s Shoes Essential for Joint Knowledge Building?

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Keywords

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