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Analyzing the Functioning of a Graduate Engineering Class with Multiple Collaborating Groups Using Slack: An Embedded Mixed Methods Case Study

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Title: Analyzing the Functioning of a Graduate Engineering Class with Multiple Collaborating Groups Using Slack: An Embedded Mixed Methods Case Study
Language: English
Authors: Brayan Diaz, Cesar Delgado, John Bacher, Collin Lynch, Kevin Han
Source: International Journal of STEM Education. 2025 12.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1954946
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Cooperation, Teamwork, Computer Mediated Communication, Interprofessional Relationship, Engineering Education, STEM Education, Group Behavior, Group Dynamics, Student Participation, Interdisciplinary Approach, Communication Strategies, Behavior Patterns
DOI: 10.1186/s40594-025-00571-1
ISSN: 2196-7822
Abstract: Background: Policy documents call for supporting STEM students in developing collaborative abilities for working in multidisciplinary teams. Courses with intra- and inter-group collaboration are therefore essential to prepare STEM students to participate in modern multidisciplinary professional environments. To analyze those courses, this paper develops a novel theoretical framework of the levels of functioning (individual, within team, across team, and whole group) that may occur. Using the novel framework as well as Communities of Practice theory and Social Interaction Theory, we analyzed a graduate engineering course that communicated through the Slack platform, using a case study design to examine students' interaction. Social Network Analysis of 5969 Slack messages exchanged through the semester on channels for individual teams, sets of teams, and the entire class was complemented with qualitative analysis of interviews, class materials, observations, and the content of Slack messages. Results: Findings reveal distinct patterns of intra- and inter-group participation. This study highlights how groups interacted through brokers, boundary objects, and tools. Moreover, subsets of teams displayed extensive interaction concerning related tasks, exemplifying "overlap" connections. Diverse patterns of brokerage were characterized. Conclusions: This paper concludes with a general approach for evaluating courses with multi-group collaboration. This approach can be used to diagnose complex multi-team classes, especially in hybrid or online courses where communication occurs through online platforms. This methodology holds promise for promoting effective collaboration and fostering teamwork skills among students in STEM fields.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489937
Database: ERIC
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  Data: Analyzing the Functioning of a Graduate Engineering Class with Multiple Collaborating Groups Using Slack: An Embedded Mixed Methods Case Study
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  Data: <searchLink fieldCode="AR" term="%22Brayan+Diaz%22">Brayan Diaz</searchLink><br /><searchLink fieldCode="AR" term="%22Cesar+Delgado%22">Cesar Delgado</searchLink><br /><searchLink fieldCode="AR" term="%22John+Bacher%22">John Bacher</searchLink><br /><searchLink fieldCode="AR" term="%22Collin+Lynch%22">Collin Lynch</searchLink><br /><searchLink fieldCode="AR" term="%22Kevin+Han%22">Kevin Han</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+STEM+Education%22"><i>International Journal of STEM Education</i></searchLink>. 2025 12.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1186/s40594-025-00571-1
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  Data: 2196-7822
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Policy documents call for supporting STEM students in developing collaborative abilities for working in multidisciplinary teams. Courses with intra- and inter-group collaboration are therefore essential to prepare STEM students to participate in modern multidisciplinary professional environments. To analyze those courses, this paper develops a novel theoretical framework of the levels of functioning (individual, within team, across team, and whole group) that may occur. Using the novel framework as well as Communities of Practice theory and Social Interaction Theory, we analyzed a graduate engineering course that communicated through the Slack platform, using a case study design to examine students' interaction. Social Network Analysis of 5969 Slack messages exchanged through the semester on channels for individual teams, sets of teams, and the entire class was complemented with qualitative analysis of interviews, class materials, observations, and the content of Slack messages. Results: Findings reveal distinct patterns of intra- and inter-group participation. This study highlights how groups interacted through brokers, boundary objects, and tools. Moreover, subsets of teams displayed extensive interaction concerning related tasks, exemplifying "overlap" connections. Diverse patterns of brokerage were characterized. Conclusions: This paper concludes with a general approach for evaluating courses with multi-group collaboration. This approach can be used to diagnose complex multi-team classes, especially in hybrid or online courses where communication occurs through online platforms. This methodology holds promise for promoting effective collaboration and fostering teamwork skills among students in STEM fields.
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        Value: 10.1186/s40594-025-00571-1
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      – SubjectFull: Cooperation
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      – SubjectFull: Teamwork
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