Student Resistance to Collaborative Learning
The International Journal for the Scholarship of Teaching and Learning(2018)
Abstract
The advancing complexity of today’s corporate environment requires that employees are able to collaborate in the workplace. This mixed methods research study follows a nursing faculty’s efforts to incorporate collaborative learning (CL) into an introductory nursing class. The mixed-methods research study found that while students’ final grades improved in the initial CL flipped classroom design (p < .0005), their levels of student resistance deepened which resulted in significantly lower levels of community of inquiry (p = .004), lower levels of satisfaction, and many negative open-ended comments (83%). Using Tolman and Kreming’s (2017) integrated model of student resistance (IMSR) as a guideline, the instructor was successful in redesigning the CL class to overcome students’ resistance as measured by significantly higher levels of community of inquiry (p < .0005), higher levels of satisfaction (p < .0005), and many less negative open-ended comments (54% vs 83%).
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Key words
Collaborative learning,Student Resistance,Community of Inquiry,Integrated model of student resistance (IMSR)
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