| Abstract: | Many recent studies demonstrate that cooperative learning provides a variety of educational advantages over more traditional instructional models, both in general and specifically in engineering education. Little is known, however, about the interactional dynamics among students in engineering work groups. To explore these dynamics and their implications for engineering education, we analyzed work sessions of student groups in a sophomore‐level chemical engineering course at North Carolina State University. Using conversation analysis as a methodology for understanding how students taught and learned from one another, we found that group members generally engaged in two types of teaching‐learning interactions. In the first type, transfer‐of‐knowledge (TK) sequences, they took on distinct teacher and pupil roles, and in the second, collaborative sequences (CS), they worked together with no clear role differentiation. The interactional problems that occurred during the work sessions were associated primarily with TK sequences, and had to do with students who either habitually assumed the pupil's role (constant pupils) or habitually discouraged others' contributions (blockers). Our findings suggest that professors can facilitate student group interactions by introducing students to the two modes of teaching interaction so group members can effectively manage exchanges of knowledge, and also by helping students distribute tasks in a way that minimizes role imbalances. |
