A Multidimensional Framework of Collaborative Groups’ Disciplinary Engagement

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Toni Kempler Rogat
Cindy E. Hmelo-Silver
Britte Haugan Cheng
Anne Traynor
Temitope F. Adeoye
Andrea Gomoll
Brenda K Downing



This research is aimed at developing novel theory to advance innovative methods for examining how collaborative groups progress toward productively engaging during classroom activity that integrates disciplinary practices. This work draws on a situative perspective, along with prior framings of individual engagement, to conceptualize engagement as a shared and multidimensional phenomenon. A multidimensional conceptualization affords the study of distinct engagement dimensions, as well as the interrelationships of engagement dimensions that together are productive. Development and exploration of an observational rubric evaluating collaborative group disciplinary engagement (GDE) is presented, leveraging the benefits of observational methods with a rubric specifying quality ratings, enabling the potential for analyses of larger samples more efficiently than prior approaches, but with similar ability to richly characterize the shared and multidimensional nature of group engagement. Mixed-methods analyses, including case illustrations and profile analysis, showcase the synergistic interrelations among engagement dimensions constituting GDE. The rubric effectively captured engagement features that could be identified via intensive video analysis, while affording the evaluation of broader claims about group engagement patterns. Application of the rubric across curricular contexts, and within and between lessons across a curricular unit, will enable comparative studies that can inform theory about collaborative engagement, as well as instructional design and practice.

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How to Cite
Rogat, T. K., Hmelo-Silver, C. E., Cheng, B. H., Traynor, A., Adeoye, T. F., Gomoll, A., & Downing, B. K. (2022). A Multidimensional Framework of Collaborative Groups’ Disciplinary Engagement . Frontline Learning Research, 10(2), 1–21. https://doi.org/10.14786/flr.v10i2.863
Author Biographies

Cindy E. Hmelo-Silver, Indiana University, USA

Distinguished Professor, Learning Sciences
Director,  Center for Research on Learning and Technology

Anne Traynor, Purdue University, USA

Associate Professor of Educational Psychology & Research Methodology

Department of Educational Studies

Temitope F. Adeoye, Purdue University, USA

Doctoral Candidate

Department of Educational Psychology


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