{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110736"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110736","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Impact of instructor intervention on the conceptual understanding of undergraduate engineering students working in a group","abstract":"While there are various studies on how instructors’ intervention impacts the group work of students, there is little research on what should be the goal of an intervention and how the corresponding interaction pattern flows from it. This preliminary study examines interaction patterns between instructors and students during an intervention and how they impact the conceptual understanding of the students. Video data was drawn from four discussion sections in a required undergraduate engineering course involving two teaching assistants (TA) and four course assistants (CA). To achieve this, I analyzed how different instructors intervene in groups of students during different scenarios. I draw conclusions on how the interaction pattern of the instructor and the students enables the intervention to be focused on the conceptual understanding of the task and what could potentially influence these interaction patterns. The study showed that the TAs observation of students before intervention does affect the interaction between TA and students. Group discourse around conceptual understanding during the intervention did not significantly impact the interaction but a high correlation between conceptual understanding discourse and teacher-student interaction suggests a further need for research on the topic.","abstract_html":"While there are various studies on how instructors’ intervention impacts the group work of students, there is little research on what should be the goal of an intervention and how the corresponding interaction pattern flows from it. This preliminary study examines interaction patterns between instructors and students during an intervention and how they impact the conceptual understanding of the students. Video data was drawn from four discussion sections in a required undergraduate engineering course involving two teaching assistants (TA) and four course assistants (CA). To achieve this, I analyzed how different instructors intervene in groups of students during different scenarios. I draw conclusions on how the interaction pattern of the instructor and the students enables the intervention to be focused on the conceptual understanding of the task and what could potentially influence these interaction patterns. The study showed that the TAs observation of students before intervention does affect the interaction between TA and students. Group discourse around conceptual understanding during the intervention did not significantly impact the interaction but a high correlation between conceptual understanding discourse and teacher-student interaction suggests a further need for research on the topic.","abstract_has_math":false,"creators":["Rajarathinam, Robin Jephthah"],"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","Goldstein, Molly Hathaway","Tissenbaum, Michael"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T02:34:46Z","date_published":"2021-09-17T02:34:46Z","updated_at":"2026-07-22T22:24:52Z","subjects":["monitoring","intervention","conceptual understanding","collaboration","CSCL"],"languages":["en"],"rights":["Copyright 2021 Robin Jephthah Rajarathinam"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110736","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mercier, Emma","Goldstein, Molly Hathaway","Tissenbaum, Michael"]},{"key":"dc:creator","label":"Author","values":["Rajarathinam, Robin Jephthah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T02:34:46Z","2023-09-17T02:34:57Z","2021-04-27","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":["monitoring","intervention","conceptual understanding","collaboration","CSCL"]}]},{"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 Robin Jephthah Rajarathinam"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110736"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["While there are various studies on how instructors’ intervention impacts the group work of students, there is little research on what should be the goal of an intervention and how the corresponding interaction pattern flows from it. This preliminary study examines interaction patterns between instructors and students during an intervention and how they impact the conceptual understanding of the students. Video data was drawn from four discussion sections in a required undergraduate engineering course involving two teaching assistants (TA) and four course assistants (CA). To achieve this, I analyzed how different instructors intervene in groups of students during different scenarios. I draw conclusions on how the interaction pattern of the instructor and the students enables the intervention to be focused on the conceptual understanding of the task and what could potentially influence these interaction patterns. The study showed that the TAs observation of students before intervention does affect the interaction between TA and students. Group discourse around conceptual understanding during the intervention did not significantly impact the interaction but a high correlation between conceptual understanding discourse and teacher-student interaction suggests a further need for research on the topic.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-05-01","The student, Robin Jephthah Rajarathinam, accepted the attached license on 2021-04-23 at 17:38.","The student, Robin Jephthah Rajarathinam, submitted this Thesis for approval on 2021-04-23 at 17:49.","This Thesis was approved for publication on 2021-04-27 at 18:31.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16538 on 2021-09-16 at 17:05:07","Made available in DSpace on 2021-09-17T02:34:46Z (GMT). No. of bitstreams: 2 RAJARATHINAM-THESIS-2021.pdf: 964509 bytes, checksum: 0bcfb28620cb9ab89c80eaac4a5166ac (MD5) LICENSE.txt: 4224 bytes, checksum: 62dcf582df6e6b54f170ec3c131b4512 (MD5) Previous issue date: 2021-04-27","Embargo set by: Seth Robbins for item 118579 Lift date: 2023-09-17T02:34:57Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Impact of instructor intervention on the conceptual understanding of undergraduate engineering students working in a group"]}]}],"canonical_facts":{"dc:contributor":["Mercier, Emma","Goldstein, Molly Hathaway","Tissenbaum, Michael"],"dc:creator":["Rajarathinam, Robin Jephthah"],"dc:date":["2021-09-17T02:34:46Z","2023-09-17T02:34:57Z","2021-04-27","2021-05"],"dc:description":["While there are various studies on how instructors’ intervention impacts the group work of students, there is little research on what should be the goal of an intervention and how the corresponding interaction pattern flows from it. This preliminary study examines interaction patterns between instructors and students during an intervention and how they impact the conceptual understanding of the students. Video data was drawn from four discussion sections in a required undergraduate engineering course involving two teaching assistants (TA) and four course assistants (CA). To achieve this, I analyzed how different instructors intervene in groups of students during different scenarios. I draw conclusions on how the interaction pattern of the instructor and the students enables the intervention to be focused on the conceptual understanding of the task and what could potentially influence these interaction patterns. The study showed that the TAs observation of students before intervention does affect the interaction between TA and students. Group discourse around conceptual understanding during the intervention did not significantly impact the interaction but a high correlation between conceptual understanding discourse and teacher-student interaction suggests a further need for research on the topic.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-05-01","The student, Robin Jephthah Rajarathinam, accepted the attached license on 2021-04-23 at 17:38.","The student, Robin Jephthah Rajarathinam, submitted this Thesis for approval on 2021-04-23 at 17:49.","This Thesis was approved for publication on 2021-04-27 at 18:31.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16538 on 2021-09-16 at 17:05:07","Made available in DSpace on 2021-09-17T02:34:46Z (GMT). No. of bitstreams: 2 RAJARATHINAM-THESIS-2021.pdf: 964509 bytes, checksum: 0bcfb28620cb9ab89c80eaac4a5166ac (MD5) LICENSE.txt: 4224 bytes, checksum: 62dcf582df6e6b54f170ec3c131b4512 (MD5) Previous issue date: 2021-04-27","Embargo set by: Seth Robbins for item 118579 Lift date: 2023-09-17T02:34:57Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/110736"],"dc:language":["en"],"dc:rights":["Copyright 2021 Robin Jephthah Rajarathinam"],"dc:subject":["monitoring","intervention","conceptual understanding","collaboration","CSCL"],"dc:title":["Impact of instructor intervention on the conceptual understanding of undergraduate engineering students working in a group"],"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":"2026-07-22T22:24:52Z"}