Enhancing Collaborative Problem Solving: The Impact of Whiteboard Use in Introductory Physics Discussion Sections

This study investigates the impact of using whiteboards for collaborative problem solving in discussion sections of an introductory physics course (PHYS 211) at a large Midwestern university. Specifically, we compared observable characteristics in teaching assistant (TA)-led sections with and without whiteboards over the course of two semesters. Data were collected from four TAs, each leading a discussion section, where one section integrated whiteboards while the other three did not.

Key metric for comparison was field notes from student engagement, frequency of student-student and student-TA interactions, and the depth of conceptual discussions. In sections utilizing whiteboards, students were observed to engage more frequently in peer-to-peer discussions, compared to sections without whiteboards. Additionally, TAs in whiteboard-equipped classes were more likely to pose open-ended questions, prompting deeper discussions around problem-solving strategies.

Preliminary results indicate that using whiteboards encourages more active student participation and fosters collaborative dialogue. However, for TAs to effectively facilitate these discussions, they may need enhanced communication skills, an understanding of discussion norms, and a deeper awareness of the differences between collaborative and cooperative work dynamics. When whiteboards were available, students showed greater confidence in presenting their problem-solving approaches and relied less on the TA, opting instead to ask questions of their peers.

These findings suggest that while whiteboards can enhance collaborative learning environments in large introductory physics courses, they also highlight the need for improved TA training to ensure productive discussions. Further analysis will involve developing a rubric to serve as an observation tool, measuring various types of interactions and assessing their impact on student performance in introductory courses.