Collaborative Learning Problems and Identity Salience: A Mixed Methods Study

Abstract

Peer collaborative learning that emphasizes collaboration among peers has attracted a great deal of interest since the last two decades of the 20th century (Dornyei, 1997; Martin, 2007). Other than proved academic advantages, many collaborative groups were ineffective and failed to generate any collaborative actions (Hardy, Lawrence, & Grant, 2005; Johnson & Johnson, 1996). Identities are motivators of human actions (Stryker, 1968), which impact students’ behavior tendencies to be contributing or preventing to the occurrence of the collaborative learning problems. The purpose of this study was to explore students’ behavioral tendencies in dealing with collaborative learning problems in relation to their identity salience. A total of 17 graduate students were selected from 143 survey participants to participate in in-depth interviews. This study applied a sequential, mixed methods design with the participant selection model (Creswell & Plano-Clark, 2007). Results of the study disclosed the relationship between students’ identity salience and their behavioral tendencies in dealing with collaborative learning problems: group tension, the free-rider effect, and role taking.