Sponsored by Missouri Western State University Sponsored by a grant from the National Science Foundation DUE-97-51113
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The proper APA Style reference for this manuscript is:
ROETHER, J. L. & WILSON, E. R (2004). Integrative Complexity: Differences in Learning Communities Versus Non-learning Communities . National Undergraduate Research Clearinghouse, 7. Available online at http://www.webclearinghouse.net/volume/. Retrieved April 22, 2018 .

Integrative Complexity: Differences in Learning Communities Versus Non-learning Communities
Missouri Western State University DEPARTMENT OF PSYCHOLOGY

Sponsored by: Brian Cronk (cronk@missouriwestern.edu)
This study measured the level of integrative complexity (IC) in essays written by groups in two different classroom types: learning communities (LC: integration with other courses) and non-learning communities (non-LC). 50 participants were introductory level Psychology students who were assigned to five-person classroom groups. They met multiple times over the semester, writing essays, which were coded using the Baker-Brown coding manual. Two coders rated essays on differentiation and integration; higher ratings indicate higher IC. LCs were expected to have higher IC than non-LC. However, the results showed that both groups increased IC over time, with LC having a slightly greater increase in IC. Future research may examine coursework of the two groups before they have met for an extended amount of time.

Integrative Complexity

Submitted 12/7/2004 1:13:33 PM
Last Edited 12/13/2004 5:21:17 PM
Converted to New Site 03/09/2009

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