An increasing number of introductory physics courses use activity-based group work to supplement lectures in facilitating learning.  Chicago State University (CSU) is currently involved in adapting its learning environment in order to create a technology rich learning environment consisting of Interactive Power Point lectures and research-based laboratory experiments in which students work in groups.  The effectiveness of these materials is being researched at CSU and Olive Harvey Community College.

One particular avenue of this research involves evaluating the role these instructional materials play in group interactions through analysis of the methods students use to assist each other.  Specifically, I am interested in identifying which types of interactions students believe are the most effective in moving toward an understanding of physics concepts.

In addition to that, I would like to quantify a resource that is available to students of low-socioeconomic status, collaboration.