Cooperative learning: Developing an observation instrument for student interactions

ABET states in Criterion 3(d) that engineering students should demonstrate “an ability to function on multi-disciplinary teams.” As we enter an era of globalization, industry is placing a greater emphasis on engineers who can engage in collaborative working environments, i.e. teams. Engineering educators must teach engineers the relevant content but also train them to interact and work productively in collaborative teams. The model of cooperative learning, developed by Johnson and Johnson, and applied to engineering by Smith, specifies instructional use of small groups (or teams) where students work together in an effort to maximize their own and others learning. The researchers state that carefully structured cooperative learning strategies involve the elements of positive interdependence, individual and group accountability, opportunities for group processing, a focus on developing social skills, and promotive face-to-face interaction. The authors of this paper have developed a classroom observation instrument for evaluating the elements of cooperative learning and teaming in an engineering setting. This paper presents and discusses the development of this mixed methods observation tool, that captures observed instances of cooperative learning and teaming among engineering students engaged in content and course assignments as well as evaluates the effectiveness of the observed instance for each element.