{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110485"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110485","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Change of collaboration over time: A case study of college students in discussion sections of a mathematics course","abstract":"Previous research on collaborative learning has found that the quality of collaboration varied across groups with students’ interactive patterns, learning goals, etc. Less evaluate the change in the quality of collaboration across time. A case study of a group of four college students who engaged in a discussion section of a mathematics course was performed. Students’ collaboration in Week 4, Week 5, and Week 7 was evaluated along four dimensions: convergence, explanation, regulation, and ignoring. Results were mixed regarding if the quality of collaboration improved across time. There was an increase in evidence for knowledge convergence from Week 4 to Week 7. However, results showed a decrease in total explanatory moves and no improvement in regulatory and ignoring behaviors. Possible explanations for these results were discussed. Additionally, this paper suggests implications of these results for researchers who focus on collaborative learning in college discussion sections.","abstract_html":"Previous research on collaborative learning has found that the quality of collaboration varied across groups with students’ interactive patterns, learning goals, etc. Less evaluate the change in the quality of collaboration across time. A case study of a group of four college students who engaged in a discussion section of a mathematics course was performed. Students’ collaboration in Week 4, Week 5, and Week 7 was evaluated along four dimensions: convergence, explanation, regulation, and ignoring. Results were mixed regarding if the quality of collaboration improved across time. There was an increase in evidence for knowledge convergence from Week 4 to Week 7. However, results showed a decrease in total explanatory moves and no improvement in regulatory and ignoring behaviors. Possible explanations for these results were discussed. Additionally, this paper suggests implications of these results for researchers who focus on collaborative learning in college discussion sections.","abstract_has_math":false,"creators":["Zhou, Tianyi"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Mercier, Emma"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T01:10:59Z","date_published":"2021-09-17T01:10:59Z","updated_at":"2026-07-22T22:24:50Z","subjects":["Collaborative learning","higher education","knowledge convergence","regulation"],"languages":["en"],"rights":["Copyright 2021 Tianyi Zhou"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110485","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mercier, Emma"]},{"key":"dc:creator","label":"Author","values":["Zhou, Tianyi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T01:10:59Z","2021-04-22","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Collaborative learning","higher education","knowledge convergence","regulation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Tianyi Zhou"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110485"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Previous research on collaborative learning has found that the quality of collaboration varied across groups with students’ interactive patterns, learning goals, etc. Less evaluate the change in the quality of collaboration across time. A case study of a group of four college students who engaged in a discussion section of a mathematics course was performed. Students’ collaboration in Week 4, Week 5, and Week 7 was evaluated along four dimensions: convergence, explanation, regulation, and ignoring. Results were mixed regarding if the quality of collaboration improved across time. There was an increase in evidence for knowledge convergence from Week 4 to Week 7. However, results showed a decrease in total explanatory moves and no improvement in regulatory and ignoring behaviors. Possible explanations for these results were discussed. Additionally, this paper suggests implications of these results for researchers who focus on collaborative learning in college discussion sections.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Tianyi Zhou, accepted the attached license on 2021-04-15 at 19:09.","The student, Tianyi Zhou, submitted this Thesis for approval on 2021-04-15 at 19:14.","This Thesis was approved for publication on 2021-04-22 at 13:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16361 on 2021-09-16 at 16:42:08","Made available in DSpace on 2021-09-17T01:10:59Z (GMT). No. of bitstreams: 2 ZHOU-THESIS-2021.pdf: 616955 bytes, checksum: 7aa23df563fe493d144c4c5f67ac2b23 (MD5) LICENSE.txt: 4208 bytes, checksum: 440d9cc5be19cce8ce8bbadba972d7ee (MD5) Previous issue date: 2021-04-22"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Change of collaboration over time: A case study of college students in discussion sections of a mathematics course"]}]}],"canonical_facts":{"dc:contributor":["Mercier, Emma"],"dc:creator":["Zhou, Tianyi"],"dc:date":["2021-09-17T01:10:59Z","2021-04-22","2021-05"],"dc:description":["Previous research on collaborative learning has found that the quality of collaboration varied across groups with students’ interactive patterns, learning goals, etc. Less evaluate the change in the quality of collaboration across time. A case study of a group of four college students who engaged in a discussion section of a mathematics course was performed. Students’ collaboration in Week 4, Week 5, and Week 7 was evaluated along four dimensions: convergence, explanation, regulation, and ignoring. Results were mixed regarding if the quality of collaboration improved across time. There was an increase in evidence for knowledge convergence from Week 4 to Week 7. However, results showed a decrease in total explanatory moves and no improvement in regulatory and ignoring behaviors. Possible explanations for these results were discussed. Additionally, this paper suggests implications of these results for researchers who focus on collaborative learning in college discussion sections.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Tianyi Zhou, accepted the attached license on 2021-04-15 at 19:09.","The student, Tianyi Zhou, submitted this Thesis for approval on 2021-04-15 at 19:14.","This Thesis was approved for publication on 2021-04-22 at 13:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16361 on 2021-09-16 at 16:42:08","Made available in DSpace on 2021-09-17T01:10:59Z (GMT). No. of bitstreams: 2 ZHOU-THESIS-2021.pdf: 616955 bytes, checksum: 7aa23df563fe493d144c4c5f67ac2b23 (MD5) LICENSE.txt: 4208 bytes, checksum: 440d9cc5be19cce8ce8bbadba972d7ee (MD5) Previous issue date: 2021-04-22"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/110485"],"dc:language":["en"],"dc:rights":["Copyright 2021 Tianyi Zhou"],"dc:subject":["Collaborative learning","higher education","knowledge convergence","regulation"],"dc:title":["Change of collaboration over time: A case study of college students in discussion sections of a mathematics course"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:50Z"}