This exploratory study investigated the interplay between science discourse and group dynamics of two groups of 6th graders over time as they learned in a technology-rich, inquiry-based science environment. Analysis showed that the group with problematic dynamics engaged in less science talk and failed to improve over time. Despite dynamics and dialogue differences between groups, both groups primarily focused on procedural aspects instead of science. Future studies of group collaboration over time are discussed.
{"title":"Interplay of group dynamics and science talk in a design based classroom","authors":"A. Bopardikar, Dana Gnesdilow, S. Puntambekar","doi":"10.3115/1599503.1599526","DOIUrl":"https://doi.org/10.3115/1599503.1599526","url":null,"abstract":"This exploratory study investigated the interplay between science discourse and group dynamics of two groups of 6th graders over time as they learned in a technology-rich, inquiry-based science environment. Analysis showed that the group with problematic dynamics engaged in less science talk and failed to improve over time. Despite dynamics and dialogue differences between groups, both groups primarily focused on procedural aspects instead of science. Future studies of group collaboration over time are discussed.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126560416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adaptive collaborative learning support (ACLS) may be better than fixed forms of support at increasing learning from collaboration. While much existing adaptive assistance has focused on providing explicit feedback directly to the relevant student, we propose a two-dimensional design space which explores alternative methods of adaptive assistance that are implicit, indirect, or both. We investigated the viability of these ideas using data collected in a classroom evaluation of an ACLS system for peer tutoring which incorporated the design ideas in a manner that provided cognitive support to peer tutors. In this paper, we discuss how students interacted with the different forms of feedback, and propose a second iteration of the assistance that involves collaborative support in addition to domain support.
{"title":"Beyond explicit feedback: new directions in adaptive collaborative learning support","authors":"Erin Walker, N. Rummel, K. Koedinger","doi":"10.3115/1600053.1600133","DOIUrl":"https://doi.org/10.3115/1600053.1600133","url":null,"abstract":"Adaptive collaborative learning support (ACLS) may be better than fixed forms of support at increasing learning from collaboration. While much existing adaptive assistance has focused on providing explicit feedback directly to the relevant student, we propose a two-dimensional design space which explores alternative methods of adaptive assistance that are implicit, indirect, or both. We investigated the viability of these ideas using data collected in a classroom evaluation of an ACLS system for peer tutoring which incorporated the design ideas in a manner that provided cognitive support to peer tutors. In this paper, we discuss how students interacted with the different forms of feedback, and propose a second iteration of the assistance that involves collaborative support in addition to domain support.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114518163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Cheng, S. Villalba, Daniel L. Schwartz, D. Chin, Patrik Lundh, Aasha Joshi
This poster describes ongoing work that examines students use of a computer-based learning environment designed to bridge school and out-of-school learning contexts by incorporating affordances of both formal and informal learning settings. Data presented illustrate sixth grade students' use of online chat in class and at home and present an initial examination of chat interactions (in both mixed-gender and single-gender peer groups) while their agents are involved in a competitive game.
{"title":"Bridging school and home: students' engagement with technology-rich activities","authors":"B. Cheng, S. Villalba, Daniel L. Schwartz, D. Chin, Patrik Lundh, Aasha Joshi","doi":"10.3115/1599503.1599545","DOIUrl":"https://doi.org/10.3115/1599503.1599545","url":null,"abstract":"This poster describes ongoing work that examines students use of a computer-based learning environment designed to bridge school and out-of-school learning contexts by incorporating affordances of both formal and informal learning settings. Data presented illustrate sixth grade students' use of online chat in class and at home and present an initial examination of chat interactions (in both mixed-gender and single-gender peer groups) while their agents are involved in a competitive game.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122200883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The basic hypothesis of this research project is that since the perception and appropriation of affordances vary across cultural dimensions, representational guidance may be culturally relative. An experimental study was conducted to evaluate this hypothesis. The study design consisted of three independent groups of dyads from similar or different cultures (American-American, American-Chinese, and Chinese-Chinese) doing collaborative problem-solving in a knowledge-mapping learning environment. Participants interacted through an asynchronous computer interface providing multiple tools for interaction (diagrammatic workspace, embedded notes, threaded discussion). Based on empirical findings documenting cross-cultural variations in communication and cognition, several research hypotheses were advanced. Statistical results show that members of different cultures appropriated the resources of the interface differently in their interaction, and formed differential relations with and impressions of each other. However, analyses of the individually written essays show no statistically significant differences in learning outcomes. Implications for CSCL are discussed.
{"title":"Is representational guidance culturally relative?","authors":"Ravikiran Vatrapu, D. Suthers","doi":"10.3115/1600053.1600132","DOIUrl":"https://doi.org/10.3115/1600053.1600132","url":null,"abstract":"The basic hypothesis of this research project is that since the perception and appropriation of affordances vary across cultural dimensions, representational guidance may be culturally relative. An experimental study was conducted to evaluate this hypothesis. The study design consisted of three independent groups of dyads from similar or different cultures (American-American, American-Chinese, and Chinese-Chinese) doing collaborative problem-solving in a knowledge-mapping learning environment. Participants interacted through an asynchronous computer interface providing multiple tools for interaction (diagrammatic workspace, embedded notes, threaded discussion). Based on empirical findings documenting cross-cultural variations in communication and cognition, several research hypotheses were advanced. Statistical results show that members of different cultures appropriated the resources of the interface differently in their interaction, and formed differential relations with and impressions of each other. However, analyses of the individually written essays show no statistically significant differences in learning outcomes. Implications for CSCL are discussed.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127352337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work presents a prototype method (DeACS) for identifying useful adaptation patterns to be embedded in systems for adaptive collaboration scripting. Collaboration scripts are didactic scenarios that guide and support the collaborative learning activity while adaptive collaboration scripting is the idea that computer-supported collaboration scripts can be adapted during run time, to provide learning experiences tailored to individual and group characteristics. An adaptation pattern is described as a well-defined adaptation process that can be initiated by the system when specific conditions are identified during script implementation. In order to model the proposed method twelve postgraduate students were engaged in a pyramid-type collaboration script and the analysis of the learning experience provided the basis for identifying a number of possible adaptation patterns. The paper discusses also next steps for advancing the design and evaluation of adaptation patterns in systems for scripted collaboration.
{"title":"Adaptation patterns in systems for scripted collaboration","authors":"A. Karakostas, S. Demetriadis","doi":"10.3115/1600053.1600122","DOIUrl":"https://doi.org/10.3115/1600053.1600122","url":null,"abstract":"This work presents a prototype method (DeACS) for identifying useful adaptation patterns to be embedded in systems for adaptive collaboration scripting. Collaboration scripts are didactic scenarios that guide and support the collaborative learning activity while adaptive collaboration scripting is the idea that computer-supported collaboration scripts can be adapted during run time, to provide learning experiences tailored to individual and group characteristics. An adaptation pattern is described as a well-defined adaptation process that can be initiated by the system when specific conditions are identified during script implementation. In order to model the proposed method twelve postgraduate students were engaged in a pyramid-type collaboration script and the analysis of the learning experience provided the basis for identifying a number of possible adaptation patterns. The paper discusses also next steps for advancing the design and evaluation of adaptation patterns in systems for scripted collaboration.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127854237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Kerlin, Elizabeth Goehring, W. Carlsen, James Larsen, Charles Fisher
This paper describes the design decisions made in the construction of an online global learning community for grades 7-9 science students. The collaborative learning tools of class profiles, student-scientist forums, and peer review featured in the From Local to Extreme Environments curriculum are discussed in detail. Initial evaluation of these tools and student reactions to global collaborations in this ongoing study will be accomplished through feedback during the unit and embedded surveys.
{"title":"Design of an online global learning community: international collaboration of grades 7-9 science students","authors":"S. Kerlin, Elizabeth Goehring, W. Carlsen, James Larsen, Charles Fisher","doi":"10.3115/1599503.1599535","DOIUrl":"https://doi.org/10.3115/1599503.1599535","url":null,"abstract":"This paper describes the design decisions made in the construction of an online global learning community for grades 7-9 science students. The collaborative learning tools of class profiles, student-scientist forums, and peer review featured in the From Local to Extreme Environments curriculum are discussed in detail. Initial evaluation of these tools and student reactions to global collaborations in this ongoing study will be accomplished through feedback during the unit and embedded surveys.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133987808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the definitional difficulties associated with learning and instruction, they evidently occur as social realities for those involved in the practical, day-to-day work of learning and instructing. In this paper we offer an interactional perspective of learning and instruction by relying on the commonsense recognizability of learning to investigate what participants themselves do to achieve and recognize learning's work.
{"title":"Learning as a practical achievement: an interactional perspective","authors":"Alan Zemel, M. Çakır, Nan Zhou, G. Stahl","doi":"10.3115/1600053.1600071","DOIUrl":"https://doi.org/10.3115/1600053.1600071","url":null,"abstract":"Despite the definitional difficulties associated with learning and instruction, they evidently occur as social realities for those involved in the practical, day-to-day work of learning and instructing. In this paper we offer an interactional perspective of learning and instruction by relying on the commonsense recognizability of learning to investigate what participants themselves do to achieve and recognize learning's work.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127921672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Motivation has been recognized as a crucial factor that influences learning success. However, little research as addressed students' motivation in peer-moderated online interactions. This study conducted a content analysis of online discussions to discover how students' motivation relates with their interaction and knowledge construction in peer-moderated online discussions. The results indicate that intrinsic motivation was significantly correlated with students' elaboration processes and knowledge transfer. However, no significant correlation was observed between intrinsic motivation and students' moderation behaviors. The findings suggest that instructional designers and teachers in online classes should integrate strategies to promote students' motivation, and more importantly, they should scaffold student moderators to achieve meaningful learning in peer-moderated online discussions.
{"title":"How does students' motivation relate to peer-moderated online interactions?","authors":"Kui Xie, Fengfeng Ke","doi":"10.3115/1600053.1600090","DOIUrl":"https://doi.org/10.3115/1600053.1600090","url":null,"abstract":"Motivation has been recognized as a crucial factor that influences learning success. However, little research as addressed students' motivation in peer-moderated online interactions. This study conducted a content analysis of online discussions to discover how students' motivation relates with their interaction and knowledge construction in peer-moderated online discussions. The results indicate that intrinsic motivation was significantly correlated with students' elaboration processes and knowledge transfer. However, no significant correlation was observed between intrinsic motivation and students' moderation behaviors. The findings suggest that instructional designers and teachers in online classes should integrate strategies to promote students' motivation, and more importantly, they should scaffold student moderators to achieve meaningful learning in peer-moderated online discussions.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115633412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a design-based study of a graduate level course that uses CSCL methods to establish a unique pedagogical form of knowledge community. This interdisciplinary seminar is divided into a set of knowledge media themes, with a different group of students leading each theme. With each new offering of the course, students inherit a course wiki that aggregates the content and pedagogical knowledge from prior offerings. For each theme, the student leaders work closely with the instructor to design pedagogical approaches that engage the class in specific knowledge practices that are pertinent to the theme. This study considers the theme of "immersive environments", and analyzes instructor and student actions through three iterations of the course in terms of pedagogical designs and use of technologies.
{"title":"Sustaining collaborative knowledge construction in graduate-level education: examining design issues","authors":"Hedieh Najafi, J. Slotta","doi":"10.3115/1600053.1600088","DOIUrl":"https://doi.org/10.3115/1600053.1600088","url":null,"abstract":"This paper presents a design-based study of a graduate level course that uses CSCL methods to establish a unique pedagogical form of knowledge community. This interdisciplinary seminar is divided into a set of knowledge media themes, with a different group of students leading each theme. With each new offering of the course, students inherit a course wiki that aggregates the content and pedagogical knowledge from prior offerings. For each theme, the student leaders work closely with the instructor to design pedagogical approaches that engage the class in specific knowledge practices that are pertinent to the theme. This study considers the theme of \"immersive environments\", and analyzes instructor and student actions through three iterations of the course in terms of pedagogical designs and use of technologies.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116217428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Muukkonen, M. Inkinen, K. Kosonen, K. Hakkarainen, Petri Vesikivi, Hanna Lachmann, K. Karlgren
The Contextual Activity Sampling System (CASS) research methodology and the CASS-Query application have been developed for contextually tracking of activities with a mobile phone. The method relies on frequent sampling of participants' practices and affects during periods of intensive follow-up. Two research designs provide an account of the methodological development work and the possibilities offered by CASS. The first study followed five student-groups longitudinally to examine evolution of academic knowledge practices. The findings from the second year data-collection show that trialogical practices were considered challenging, but often generated optimal-flow experiences. The second study investigated interprofessional work during a clinical course. Based on this pilot study, it was concluded that the data collected about activities and experiences over time extend the understanding of students' practices beyond what can be acquired by post-course questionnaires and can help in development of the design of interprofessional education in medicine and healthcare.
{"title":"Research on knowledge practices with the contextual activity sampling system","authors":"H. Muukkonen, M. Inkinen, K. Kosonen, K. Hakkarainen, Petri Vesikivi, Hanna Lachmann, K. Karlgren","doi":"10.3115/1600053.1600111","DOIUrl":"https://doi.org/10.3115/1600053.1600111","url":null,"abstract":"The Contextual Activity Sampling System (CASS) research methodology and the CASS-Query application have been developed for contextually tracking of activities with a mobile phone. The method relies on frequent sampling of participants' practices and affects during periods of intensive follow-up. Two research designs provide an account of the methodological development work and the possibilities offered by CASS. The first study followed five student-groups longitudinally to examine evolution of academic knowledge practices. The findings from the second year data-collection show that trialogical practices were considered challenging, but often generated optimal-flow experiences. The second study investigated interprofessional work during a clinical course. Based on this pilot study, it was concluded that the data collected about activities and experiences over time extend the understanding of students' practices beyond what can be acquired by post-course questionnaires and can help in development of the design of interprofessional education in medicine and healthcare.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126886206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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