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International Journal of Computer-Supported Collaborative Learning最新文献

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Comparing the effects of a collaboration script and collaborative reflection on promoting knowledge about good collaboration and effective interaction 比较协作脚本和协作反思对促进良好协作和有效互动知识的影响
IF 4.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-24 DOI: 10.1007/s11412-024-09430-7
Sebastian Strauß, Isis Tunnigkeit, Julia Eberle, Arlind Avdullahu, Nikol Rummel

A key challenge in CSCL research is to find ways to support learners in becoming effective collaborators. While the effectiveness of external collaboration scripts is well established, there is a need for research into support that acknowledges learners’ autonomy during collaboration. In the present study, we compare an external collaboration script and a reflection scaffold to a control condition and examine their effects on learners’ knowledge about effective collaboration and on their groups’ interaction quality. In an experimental study that employed a 1× three-factorial design, 150 university students collaborated in groups of three to solve two information pooling problems. These groups either received an external collaboration script during collaboration, no support during collaboration but a reflection scaffold before beginning to collaborate on the second problem, or no support for their collaboration. Multilevel modeling suggests that learners in the reflection condition gained more knowledge about effective collaboration than learners who collaborated guided by an external collaboration script or learners who did not receive any support. However, we found no effect of the script or the reflection scaffold on the quality of interaction in the subsequent collaboration. Explorative analyses suggest that learners acquired knowledge particularly about those interactions that are required for solving information pooling tasks (e.g., sharing information). We discuss our findings by contrasting the design of the external collaboration script and the reflection scaffold to identify potential mechanisms behind scripting and collaborative reflection and to what extent these forms of support foster collaboration skills and engagement in productive interaction.

CSCL 研究的一个主要挑战是找到支持学习者成为有效合作者的方法。虽然外部协作脚本的有效性已得到公认,但仍有必要研究如何支持学习者在协作过程中发挥自主性。在本研究中,我们将外部协作脚本和反思支架与对照条件进行了比较,并考察了它们对学习者有效协作知识和小组互动质量的影响。在一项采用 1× 三因子设计的实验研究中,150 名大学生每三人一组合作解决了两个信息汇集问题。这些小组要么在协作过程中接受外部协作脚本,要么在协作过程中不接受任何支持,但在开始协作解决第二个问题之前接受反思支架,要么在协作过程中不接受任何支持。多层次建模表明,与在外部协作脚本指导下进行协作的学习者或未获得任何支持的学习者相比,反思条件下的学习者获得了更多关于有效协作的知识。然而,我们发现脚本或反思支架对后续合作中的互动质量没有影响。探索性分析表明,学习者获得的知识尤其与解决信息汇集任务(如共享信息)所需的互动有关。我们通过对比外部协作脚本和反思支架的设计来讨论我们的研究结果,以确定脚本和协作反思背后的潜在机制,以及这些支持形式在多大程度上促进了协作技能和参与富有成效的互动。
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引用次数: 0
Capturing temporal pathways of collaborative roles: A multilayered analytical approach using community of inquiry 捕捉合作角色的时间路径:利用调查社区的多层分析方法
IF 4.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-14 DOI: 10.1007/s11412-024-09431-6
Ramy Elmoazen, Mohammed Saqr, Laura Hirsto, Matti Tedre

In collaborative learning, students may follow different trajectories that evolve over time. This study used a multilayered approach to map the temporal dynamics of online problem-based learning (PBL) and the transition of students’ roles across time over a full year duration. Based on data from 135 dental students across four consecutive courses throughout a full academic year, the students’ discourses were coded based on the community of inquiry (CoI). A mixture model was used to identify students’ roles. The roles identified were leaders, social mediators, and peripheral explorer roles, and they were visualized using epistemic network analysis (ENA). Similar trajectories were identified and visualized using sequence and process mining. The results showed varying activity levels across three trajectories. Students in the active-constructive trajectory took on leadership roles, while the students in the social interactive trajectory were mostly social mediators, and the free rider trajectory showed a predominant peripheral explorer role. The students in all trajectories returned to their initial roles, showing features typical of stable collaborative dispositions. Both active trajectories (active constructive and social interactive) had very close levels of achievement, whereas the free riders demonstrated lower grades compared to their peers. This research suggests that understanding role dynamics and their evolving trajectories can help teachers better design future collaborative activities, assign roles, form groups, distribute tasks, and, more importantly, be able to support students.

在协作学习中,学生可能会遵循不同的轨迹,并随着时间的推移而演变。本研究采用多层次的方法来绘制基于问题的在线学习(PBL)的时间动态图,以及学生在一学年中不同时间的角色转换图。根据135名牙科学生在一学年中连续学习四门课程的数据,根据探究社区(CoI)对学生的论述进行了编码。使用混合模型来确定学生的角色。确定的角色包括领导者、社会调解人和外围探索者,并使用认识论网络分析(ENA)将其可视化。通过序列和过程挖掘,确定了类似的轨迹并将其可视化。结果显示,三种轨迹的活动水平各不相同。积极建构轨迹中的学生扮演着领导者的角色,而社会互动轨迹中的学生大多是社会调解者,自由骑手轨迹中的学生则主要扮演着外围探索者的角色。所有轨迹中的学生都回到了最初的角色,表现出典型的稳定合作倾向。两种积极轨迹(积极建构和社会互动)的成绩都非常接近,而自由骑手的成绩则低于同龄人。这项研究表明,了解角色动态及其演变轨迹有助于教师更好地设计未来的协作活动、分配角色、组建小组、分配任务,更重要的是,能够为学生提供支持。
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引用次数: 0
Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving: a three-stage analytical framework 揭示大学生合作解决问题过程中认知、元认知和社会过程的相互作用:三阶段分析框架
IF 4.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-11 DOI: 10.1007/s11412-024-09429-0
Shuowen An, Si Zhang, Zhihui Cai, Wei Pan, Mingwei Li, Mingwen Tong

An in-depth analysis of collaborative problem solving (CPS) patterns contributes to understand team dynamics and effective paths to conflict resolution. However, there remains the lack of a perspective in the field of CPS research that organically combines the cognitive, meta-cognitive, and social-communicative dimensions. Moreover, the analysis of CPS sequences has primarily focused on the temporal dimension while overlooking the differences in spatial dimensions. To shed further light on the nature of CPS in computer-based environments, this study collected discourse data generated by 24 university students through an online synchronous chat tool. They were student teachers from a variety of disciplines (math, history, English, etc.) who were required to accomplish two tasks: instructional design and multimedia courseware development. Specifically, a three-stage analytical framework was proposed to code, cluster, and analyze these discourse data to further explore the differences in CPS patterns. We clustered time sequences by calculating the distance similarity metric via the dynamic time warping (DTW) method, which took into account both the spatial and temporal characteristics of the time sequences. Consequently, 16 time sequences of CPS processes were divided into 2 kinds of clusters (CPS subgroups), i.e., cluster 1 and cluster 2. From the statistical analysis, both clusters actively used the skills included in the meta-cognitive dimensions. Cluster 1 was oriented toward the solution of the problem whereas cluster 2 focused primarily on the requirements of the collaborative problem itself. From the process mining analysis, solution-driven cluster 1 tended to focus on expressing specific ideas and evaluating and summarizing them, intermittently monitoring and regulating task progress. Problem-driven cluster 2 tended to express specific ideas intermittently, and lacked the process of summarizing and evaluating different ideas to further filter out the best solutions. Finally, we summarized the implications of this study from theoretical and practical perspectives and discussed future research directions with regard to the limitations of this study.

对合作解决问题(CPS)模式的深入分析有助于了解团队动态和解决冲突的有效途径。然而,在 CPS 研究领域,仍然缺乏将认知、元认知和社会交流维度有机结合起来的视角。此外,对 CPS 序列的分析主要集中在时间维度,而忽视了空间维度的差异。为了进一步揭示计算机环境下 CPS 的本质,本研究收集了 24 名大学生通过在线同步聊天工具产生的话语数据。他们是来自不同学科(数学、历史、英语等)的学生教师,需要完成两项任务:教学设计和多媒体课件开发。具体来说,我们提出了一个三阶段分析框架来对这些话语数据进行编码、聚类和分析,以进一步探索 CPS 模式的差异。我们通过动态时间扭曲(DTW)方法计算距离相似度指标对时间序列进行聚类,该方法同时考虑了时间序列的空间和时间特征。因此,16 个 CPS 过程的时间序列被划分为两种聚类(CPS 子群),即聚类 1 和聚类 2。根据统计分析,这两个群组都积极使用了元认知维度中的技能。群组 1 以解决问题为导向,而群组 2 则主要关注协作问题本身的要求。从过程挖掘分析来看,以解决问题为导向的第 1 组往往侧重于表达具体想法并对其进行评估和总结,间歇性地监测和调节任务进度。问题驱动型集群 2 则倾向于断断续续地表达具体想法,缺乏对不同想法进行总结和评估以进一步筛选出最佳解决方案的过程。最后,我们从理论和实践角度总结了本研究的意义,并针对本研究的局限性讨论了未来的研究方向。
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引用次数: 0
Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects 通过创客实践创造知识,以及教师和同伴支持在合作发明项目中的作用
IF 4.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-21 DOI: 10.1007/s11412-024-09427-2
Sini Davies, Pirita Seitamaa-Hakkarainen, Kai Hakkarainen

This study analyzed collaborative invention projects by teams of lower-secondary (13–14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams’ knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.

本研究分析了芬兰初中(13-14 岁)学生团队的合作发明项目。在发明项目中,学生团队利用传统和数字制造技术设计和制作物质化的合作发明。这项调查通过研究学生团队在共同发明项目中如何应用创客实践(即设计过程、计算机工程、产品设计和科学实践)以及教师和同伴支持的效果,重点关注学生团队的知识创造过程。在调查中,我们依靠视频数据和现场观察,利用并进一步发展了可视化数据分析方法。我们的研究结果有助于将计算机支持的协作学习(CSCL)研究范围扩展到以社会为媒介的知识创造,揭示了围绕数字设备开展的共同发明项目的开放性、非线性和自组织流程。我们的研究结果表明,这些过程是以实践为基础的知识创造过程,其中计算机工程、产品设计和科学与设计实践紧密相连。此外,我们还发现,绘制草图、实际实验和使用具体材料等体现性设计实践对于启发和深化知识创造以及促进认识对象的发展至关重要。我们的研究结果还揭示了教师和朋辈辅导学生如何通过共同发明来支持知识创造。
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引用次数: 0
Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs 将 Danmaku 和讨论板结合起来:为 MOOC 中的大规模协作打造可扩展的社交环境
IF 4.3 2区 教育学 Q1 Social Sciences Pub Date : 2024-06-05 DOI: 10.1007/s11412-024-09426-3
Bo Yang

In online learning at scale, wherein instructional videos play a central role, interactive tools are often integrated to counteract passive consumption. For example, the forum or discussion board is widely used, and an emerging functionality, danmaku, which enables messages to be synchronized with video playback, has also been utilized recently. To explore how mass participation is accommodated and what categories of interaction learners implement, this study utilizes analysis of interaction and manual content analysis through learner-generated text data from two specific tools employed in a massive open online course (MOOC) setting: the discussion board (N = 739) and danmaku (N = 2435). Results of the analysis of interaction indicate that mass participation is managed differently by the tools: danmaku fosters a collective space for massive participants, while the discussion board organizes them into threaded small groups. In addition, results of the content analysis show danmaku primarily supports indirect interaction with a focus on the socio-emotional dimension, while the discussion board serves as a platform for direct discussions, particularly in the cognitive dimension. Furthermore, within the context of large-scale engagement, various levels of joint interaction, in addition to collaboration, are discerned and discussed in both socio-emotional and cognitive interactions. The findings offer insights for developing sociable and scalable socio-technical environments in computer-supported collaborative learning (CSCL), addressing emerging educational trends. Practical implications for educational design based on these findings are also discussed.

在大规模在线学习中,教学视频发挥着核心作用,互动工具往往被整合在一起,以抵消被动消费。例如,论坛或讨论板被广泛使用,最近还出现了一种新兴的功能--danmaku,它能使信息与视频播放同步。为了探究大规模参与是如何实现的,以及学习者实现了哪些类别的互动,本研究利用了互动分析和人工内容分析,通过在大规模开放在线课程(MOOC)环境中使用的两个特定工具中学习者生成的文本数据进行分析:讨论板(N = 739)和 "danmaku"(N = 2435)。互动分析的结果表明,这两种工具对大规模参与的管理方式不同:danmaku 为大规模参与者提供了一个集体空间,而讨论板则将他们组织成线程式小组。此外,内容分析结果表明,danmaku 主要支持间接互动,侧重于社会情感维度,而讨论板则作为直接讨论的平台,尤其侧重于认知维度。此外,在大规模参与的背景下,除了合作之外,在社会情感和认知互动中还发现和讨论了不同程度的联合互动。这些发现为在计算机支持的协作学习(CSCL)中开发可交际、可扩展的社会技术环境提供了启示,有助于应对新兴的教育趋势。此外,还讨论了基于这些发现的教育设计的实际意义。
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引用次数: 0
Editorial notes: on dialogues and sequences 编辑说明:关于对话和序列
IF 4.3 2区 教育学 Q1 Social Sciences Pub Date : 2024-06-04 DOI: 10.1007/s11412-024-09428-1
Michael J. Baker, Peter Reimann
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引用次数: 0
The perceptions of task cohesion in collaborative learning teams 协作学习团队对任务凝聚力的看法
IF 4.3 2区 教育学 Q1 Social Sciences Pub Date : 2024-05-30 DOI: 10.1007/s11412-024-09424-5
Andrew Zamecnik, Vitomir Kovanović, Srećko Joksimović, Georg Grossmann, Djazia Ladjal, Abelardo Pardo

Team cohesion is critical in driving successful outcomes for teams in collaborative learning settings. It shapes team behaviour, fostering shared perceptions, group synchrony and a common goal-oriented approach. This affinity becomes evident in dynamic interactions, offering insights into team behaviour through interaction data analysis. Interpreting interaction data proves complex, hampering our understanding and insights into shared team perceptions and task cohesion development. This paper used temporal motif analysis to examine the changes in team members’ cohesive perceptions and behaviours, including task cohesion, performance outcomes, engagement and group synchrony. Trace data from an online work-integrated learning environment captured learning behaviours, while responses to a questionnaire at different stages of a study program captured task cohesion and cohesive perceptions. The findings reveal teams with strong task cohesion and high performance tend to share similar cohesive perceptions driven by interdependent interactions. Conversely, teams with different cohesion perceptions have lower interaction interdependence and poorer performance. Through analysing team interaction data, this study uncovered key insights to promote positive adjustments aligning team perceptions, enhancing collaborative learning and offering support for improved performance, engagement and synchrony among teams, ultimately benefiting learning outcomes and the cultivation of skills and competencies.

团队凝聚力对于推动团队在协作学习环境中取得成功至关重要。它塑造了团队行为,促进了共同认知、群体同步和以共同目标为导向的方法。这种亲和力在动态互动中显而易见,可通过互动数据分析深入了解团队行为。事实证明,解读互动数据非常复杂,妨碍了我们对团队共同认知和任务凝聚力发展的理解和洞察。本文利用时间主题分析来研究团队成员凝聚力认知和行为的变化,包括任务凝聚力、绩效成果、参与度和群体同步性。来自在线工作整合学习环境的跟踪数据捕捉了学习行为,而在学习计划的不同阶段对问卷的回复则捕捉了任务凝聚力和凝聚力认知。研究结果表明,任务凝聚力强、绩效高的团队在相互依存的互动驱动下,往往具有相似的凝聚力感知。相反,具有不同凝聚力认知的团队,其互动相互依赖程度较低,绩效也较差。通过分析团队互动数据,本研究发现了一些关键见解,可促进积极调整团队认知,加强协作学习,并为提高团队绩效、参与度和同步性提供支持,最终有利于学习成果以及技能和能力的培养。
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引用次数: 0
Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings 学会注意协作:研究专业发展对数学教师在 CSCL 环境中增强意识的影响
IF 4.3 2区 教育学 Q1 Social Sciences Pub Date : 2024-05-20 DOI: 10.1007/s11412-024-09423-6
Benzi Slakmon, Rotem Abdu
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引用次数: 0
Zooming in: The role of nonverbal behavior in sensing the quality of collaborative group engagement 放大:非语言行为在感知小组合作参与质量中的作用
IF 4.3 2区 教育学 Q1 Social Sciences Pub Date : 2024-05-16 DOI: 10.1007/s11412-024-09422-7
Lisa Paneth, Loris Jeitziner, Oliver Rack, Klaus Opwis, Carmen Zahn
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引用次数: 0
Reflective assessment using analytics and artifacts for scaffolding knowledge building competencies among undergraduate students 利用分析和人工制品进行反思性评估,为本科生的知识构建能力提供支架
IF 4.3 2区 教育学 Q1 Social Sciences Pub Date : 2024-05-13 DOI: 10.1007/s11412-024-09421-8
Yuqin Yang, Carol K. K. Chan, Gaoxia Zhu, Yuyao Tong, Daner Sun

Knowledge building (KB) competencies are crucial for undergraduates’ creative knowledge work and academic success. While there is substantial research on KB discourse, there are limited efforts in examining how KB competencies in the conceptual, metacognitive, socio-emotional, and epistemic dimensions are demonstrated in KB discourse and how the competencies can be scaffolded. Previous studies suggest the effectiveness of reflective assessment on sustainable and productive KB discourse. This study developed a framework for analyzing KB competencies using KB discourse moves. It also examined whether a KB design augmented by reflective assessment enriched by analytic tools and artifacts could foster undergraduates’ KB competencies, and if so, how. This KB design involves principle-based pedagogy with the participants engaging in collaborative inquiry and discussion on Knowledge Forum, and reflective assessment using (a) super synthesis notes, (b) KB interaction rubrics, and (c) learning analytics visualization tools. Qualitative tracking and lag sequential pattern analysis of Knowledge Forum’s discourse revealed that implementing reflective assessment supported by analytics and artifacts could help the undergraduate students develop KB competencies manifested in discourse with evidence of conceptual advance, epistemic engagement, metacognition, and productive socio-emotional interactions with a collective focus. The thematic analysis illustrated the dynamics through which the design enriched by standards and visualizations helped the undergraduates develop KB competencies: leveraging synthesis super notes to promote conceptual and metacognitive advancement and epistemic engagement; employing KB interaction rubrics to cultivate metacognitive, socio-emotional, and epistemic competencies; and harnessing KBDeX visualizations to promote metacognitive and conceptual advancement and to facilitate epistemic engagement. The implications of scaffolding students’ epistemic agency, metacognition, productive collaborative inquiry, and developing KB competencies in a technology-supported metacognitive learning environment are discussed.

知识建构(KB)能力对于大学生的创造性知识工作和学业成功至关重要。虽然有关知识建构话语的研究很多,但对知识建构话语中如何体现概念、元认知、社会情感和认识层面的知识建构能力以及如何为这些能力提供支架的研究却很有限。以往的研究表明,反思性评估对可持续和富有成效的知识库话语很有效。本研究建立了一个框架,利用知识库话语动作分析知识库能力。研究还考察了通过分析工具和人工制品丰富反思性评估的知识库设计是否能培养本科生的知识库能力,如果能,如何培养。这种知识库设计涉及基于原则的教学法,参与者在知识论坛上进行合作探究和讨论,并使用(a)超级综合笔记、(b)知识库互动评分标准和(c)学习分析可视化工具进行反思性评估。对知识论坛话语的定性追踪和滞后的序列模式分析显示,在分析和人工制品的支持下实施反思性评估,可以帮助本科生发展知识库能力,这些能力体现在话语中的概念推进、认识参与、元认知和以集体为中心的富有成效的社会情感互动等方面。专题分析表明了通过标准和可视化丰富设计帮助本科生发展知识库能力的动力:利用综合超级笔记促进概念和元认知的进步以及认识论的参与;采用知识库互动评分标准培养元认知、社会情感和认识论能力;利用KBDeX可视化促进元认知和概念的进步以及认识论的参与。本文讨论了在技术支持的元认知学习环境中,为学生的认识能动性、元认知、富有成效的合作探究和知识能力培养提供支架的意义。
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引用次数: 0
期刊
International Journal of Computer-Supported Collaborative Learning
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