A Reflection on Coding Small Group Video Data Applying Emergent Explicit Regulation

Group work is commonly adopted in active learning science classrooms. We conducted a research project examining how two deaf and hard of hearing (DHH) students participate and adaptively respond to challenges while completing hands-on group activities in a college physics classroom. We coded science lab video data, applying the Emergent Explicit Regulation (EER) framework. In these video recordings, students engaged in physics experiments, which involved building models, collecting data, and interpreting results. The group consisted of two DHH students, two hearing students, and an ASL interpreter. Our objective was to explore how students managed their engagement and communication with their assignment. This talk will focus on our experience of multiple rounds of coding and comparing codes on the qualitative data. Our approach to analyzing evolved from coding short clips to coding by turns, then to coding by one-minute duration bins- this evolution having been guided by the research questions on which we focused and impacted by the quality of our video data. We paid special attention to the complex dynamics of interaction, focusing on how DHH and hearing students communicated and collaborated during scientific problem-solving. This project honed our data analysis skills and our ability to connect data to research questions, and helped us understand the significant implications of EER for the scientific education of students with diverse communication needs.