Current Directions in Biomedical Engineering (Oct 2021)
How to Support Students in Maximizing their Outcome with Online Cooperation?
Abstract
During the last year, student cooperation has shifted to the digital space. Chats, videoconferencing and online collaboration tools replace physical meetings and face-to-face interactions. While many online tools provide sophisticated technologies to share screens and co-edit manuscripts, the support of collaborative thinking, learning and even fooling around is still underdeveloped, but remains a valuable resource. This study traces whether the given level of instruction details influences the collaboration effectiveness among student working groups in a practical course in Biomedical Engineering. Within the semester’s practical course of Introduction into Medicine, participating students were divided into three groups (A, B and C) of each 4 to 6 students and had to collaborate on a clinical case. Groups A received detailed information and rules on online collaboration, B less detailed information and C only basic technical information. Each group was asked to fulfil an additional pre- and post-task before and after the semester’s practical course. These tasks consisted of solving combinatory puzzles based on isolated information bits and hints that were distributed among the group members. The groups differed only in the instructions they received to fulfil the task. During their work phases, all groups were observed. The study was conducted twice with different student cohorts. School grades were assigned representing 1 for the best up to 6 for the worst performance. The following averaged results were found: Groups B received the best grades (average 1,5 for winter term and average 1,6 for summer term). Second best performance was shown by the groups A (average 2,14 for winter term and average 1,75 for summer term) and finally groups C performed worst (average 2.10 for winter term and average 1,85 for summer term). In the taken times to solve the puzzle tasks, groups B showed up to be best in the summer term and groups A in the winter term. In all categories, groups C delivered the worst grades in average. The results of this study support that it is most reasonable to aid student online collaboration by providing detailed instructions or at least a few hints and instruct them to create their own rules for online collaboration. The results further support that the cooperation gets worse without suggesting any rules or instructions and that student age possesses a negligible influence.
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