Participation Reimagined: How Collaborative Messaging Shapes Anticipated Attitudes, Social Engagement, and Responsibility

Background: A recent theoretical paper advises instructors to redefine class participation as an opportunity for students to become collaborative thinkers. However, the effects of collaborative framing on students’ perceptions of class participation have yet to be tested. Objective: The present study tested whether a collaborative framing of class participation affects students’ expected engagement in a hypothetical psychology seminar. Method: Incoming, current, and recent college students (N = 533) viewed an email from a hypothetical course instructor that described participation as a course goal, either with traditional or collaborative framing, and reported their expected engagement and related attitudes. Results: The collaborative message increased perceptions that collaboration is valuable and that students share responsibility for learning. It also led participants to expect extending classroom relationships beyond the classroom and enhanced their motivation to participate in class collaboratively. Participants significantly preferred the collaborative approach over the traditional approach when presented with both. Conclusion: This study supports the potential for collaborative framing to enhance student participation in the classroom. Teaching Implications: Psychology instructors should reconsider how they frame class participation to students at the start of the course. Early communication that frames participation collaboratively can enhance students’ early attitudes about collaboration and motivation to engage collaboratively.

Duke Scholars

Author Rick Hoyle Psychology & Neuroscience