Hilpert, J. C., & Husman, J. (2015, June), A Group-level Framework for Emergent Properties of Interactive Learning  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23391

\bibitem{asee_peer_23391}
  Hilpert, J. C., \& Husman, J. (2015, June), \emph{A Group-level Framework for Emergent Properties of Interactive Learning}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23391

Jonathan C. Hilpert and Jenefer Husman.  "A Group-level Framework for Emergent Properties of Interactive Learning".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23391 Internet.  13 May, 2024

\bibitem{asee_peer_23391}
  Jonathan C. Hilpert and Jenefer Husman.
  "A Group-level Framework for Emergent Properties of Interactive Learning".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23391 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_23391
author = "Jonathan C. Hilpert and Jenefer Husman"
title = "A Group-level Framework for Emergent Properties of Interactive Learning"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23391}
number = {10.18260/p.23391}
}

TY  - CPAPER
AB  -    A group-level framework for emergent properties of interactive learningResearch into the history of collaborative learning shows a transition in focus from the individuallevel of analysis to the group level of analysis (Stahl, et al., 2006). This transition has beenmarked by an increased interest in complexity thinking in education research (Davis & Sumara,2006). Complex systems theory suggests group-level patterns emerge from agents interactingtogether in a system, which Sawyer (2004) refers to as collaborative emergence. Thus, onehallmark of contemporary collaborative learning research is the study of cumulative group levelpatterns (as opposed to individual-level variables). The shift in focus from the individual level ofanalysis to the group level of analysis was accompanied, early on, by a call for new tools that canbe used to examine the group level properties of student interaction (Dillenbourg, 1996). Newinstruments are important to engineering education because ABET requirements emphasize theability to work in teams.The purpose of this poster presentation will be to describe the ongoing progress of ourinstrument development research, where we are developing items for three latent constructsrelated to collaborative emergence: multiplicity, complexity, and spontaneous order (NSF TUESType I REC-1245081). We will share our process for developing the items, as well as evidencefor the factor structure of our instrument and other preliminary validity and reliability evidence.Most notably, we will show multivariate evidence for how our three latent factors predict studentinnovation in the classroom over and above individual level classroom engagement variables.Our preliminary results provide convincing evidence 1) for the hypothesized latent factorsstructure of our instrument, and 2) that group-level latent traits of collaborative emergence areimportant predictors of student innovation.
AU  - Jonathan C. Hilpert
AU  - Jenefer Husman
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - A Group-level Framework for Emergent Properties of Interactive Learning
UR  - https://peer.asee.org/23391
DO  - 10.18260/p.23391
ER  -