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International Journal of Computer-Supported Collaborative Learning最新文献

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The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL 母语异质性在CSCL在线互动自我效能习得中的作用
2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-11 DOI: 10.1007/s11412-023-09411-2
Natalia Reich-Stiebert, Jan-Bennet Voltmer, Jennifer Raimann, Stefan Stürmer
Abstract The acquisition of online interaction competencies is an important learning objective. The present study explored the relationships between the first-language heterogeneity of computer-supported collaborative learning (CSCL) groups and the development of students’ online interaction self-efficacy via a pretest–posttest design in the context of a nine-week CSCL course. The research participants were 1525 freshmen receiving distance education who were randomly assigned to 343 CSCL groups. Independent of their own language status, students in CSCL groups featuring first-language heterogeneity exhibited lower precourse–postcourse gains in online interaction self-efficacy than students in groups without heterogeneity. Consistent with a theoretically derived moderation model, the relationships between first-language heterogeneity and self-efficacy gains were moderated by the amount of time that the groups spent on task-related communication during the initial collaboration phase (i.e., the relationships were significant when little time was spent on it but not when a great deal of time was spent on it). In contrast, the amount of time that groups spent on communication related to getting to know each other was ineffective as a significant moderator. Follow-up analyses indicated that time spent getting to know each other in first-language heterogeneous CSCL groups seems to have had the paradoxical effect of increasing rather than decreasing perceptions of heterogeneity among group members. Apparently, this effect impaired online interaction self-efficacy gains.
在线互动能力的习得是一个重要的学习目标。本研究以九周的计算机支持协作学习课程为研究对象,采用前测后测设计,探讨计算机支持协作学习(CSCL)小组第一语言异质性与学生在线互动自我效能的关系。研究对象为1525名接受远程教育的大一新生,随机分为343个CSCL组。与自身语言状况无关,具有母语异质性的CSCL学生在课前-课后在线互动自我效能感的提升低于无母语异质性的CSCL学生。与理论推导出的调节模型一致,第一语言异质性和自我效能提高之间的关系被小组在初始合作阶段用于任务相关沟通的时间量所调节(即,当花费时间很少时,这种关系显着,而当花费时间很多时,这种关系就不显着)。相比之下,小组花在相互了解的交流上的时间作为一个重要的调节因素是无效的。后续分析表明,在母语异质的CSCL群体中,花在相互了解上的时间似乎产生了一种矛盾的效果,即增加而不是减少了群体成员之间的异质感。显然,这种影响削弱了在线互动的自我效能感。
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引用次数: 0
Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective 用生成式人工智能工具共同构建知识:基于CSCL视角的思考
2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-20 DOI: 10.1007/s11412-023-09409-w
Ulrike Cress, Joachim Kimmerle
Abstract Generative Artificial Intelligence (AI) tools, such as ChatGPT, have received great attention from researchers, the media, and the public. They are gladly and frequently used for text production by many people. These tools have undeniable strengths but also weaknesses that must be addressed. In this squib we ask to what extent these tools can be employed by users for individual learning as well as for knowledge construction to spark a collective endeavor of developing new insights. We take a social, collective notion of knowledge as a basis and argue that users need to establish a dialog that goes beyond knowledge telling (simply writing what one knows) and stimulates knowledge transformation (converting knowledge into complex relational argumentation structures). Generative AI tools do not have any conceptual knowledge or conscious understanding, as they only use word transitions and rely on probabilities of word classes. We suggest, however, that argumentative dialogs among humans and AI tools can be achieved with appropriate prompts, where emergent processes of joint knowledge construction can take place. Based on this assumption, we inquire into the human and into the AI parts of communication and text production. For our line of argument, we borrow from research on individual and collaborative writing, group cognition, and the co-evolution of cognitive and social systems. We outline future CSCL research paths that might take the human-AI co-construction of knowledge into account in terms of terminology, theory, and methodology.
生成式人工智能(AI)工具,如ChatGPT,受到了研究者、媒体和公众的极大关注。它们被许多人乐于并经常用于文本生产。这些工具有不可否认的优势,但也有必须解决的弱点。在这篇短文中,我们要问的是,这些工具在多大程度上可以被用户用于个人学习,以及用于知识构建,以激发开发新见解的集体努力。我们以社会的、集体的知识概念为基础,认为用户需要建立一种超越知识讲述(简单地写下自己所知道的)并激发知识转化(将知识转化为复杂的关系论证结构)的对话。生成式人工智能工具没有任何概念知识或有意识的理解,因为它们只使用单词转换并依赖于词类的概率。然而,我们建议,人类和人工智能工具之间的辩论对话可以通过适当的提示来实现,其中可以发生联合知识构建的紧急过程。基于这一假设,我们探讨了人类和人工智能在交流和文本生产中的作用。对于我们的论点,我们借鉴了对个人和合作写作、群体认知以及认知和社会系统共同进化的研究。我们概述了未来CSCL的研究路径,这些路径可能会在术语、理论和方法方面考虑到人类与人工智能共同构建知识。
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引用次数: 0
Towards Linking Tool Functionalities to Processes of Collaborative Learning 将工具功能与协作学习过程联系起来
2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.112400
Sebastian Simon, Iza Marfisi-Schottman, Sébastien George
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引用次数: 0
Reflection on Collaborative Action: Fostering Collaborative Diagnostic Reasoning in an Agent-Based Medical Simulation 协同行动的思考:在基于agent的医学模拟中培养协同诊断推理
2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.596913
Constanze Richters, Matthias Stadler, Laura Brandl, Ralf Schmidmaier, Martin R. Fischer, Frank Fischer
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引用次数: 0
Student Crowd Research Environment: A Design-Based Approach to Large-Scale Collaboration 学生群体研究环境:基于设计的大规模协作方法
2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.108008
Norma Reichelt, Christoph Richter, Lars-Arne Raffel, Christine Bussian, Heidrun Allert
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引用次数: 0
Examining and Scaffolding Collective Idea Improvement in Knowledge Building Using Analytics and Meta-Discourse 运用分析学和元话语对知识建构中的集体观念改进进行检验和支撑
2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.276803
Yawen Yu, Carol K. K. Chan, Chew Lee Teo, Gaowei Chen
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引用次数: 0
Emotion Expressions as Negotiations of Critical Technology Tool Use in Small Group Collaborative Design 情感表达作为小组协作设计中关键技术工具使用的协商
2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.513971
Yu Xia, Shulong Yan, Marcela Borge
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引用次数: 0
Online vs In-Person Professional Learning Communities: A Qualitative Comparison of Teacher Learning Experiences 在线与面对面专业学习社区:教师学习经验的定性比较
2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.111030
Katherine S. Moore, Helen Zhang, Pawan Gupta, Zoe Kuhlken, Haolin Li, Irene Lee
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引用次数: 0
Quantifying Differences in Students’ Participation Patterns in Classroom Discussions 量化学生课堂讨论参与模式的差异
2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.131890
Edith Bouton, Christa Asterhan
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引用次数: 0
Epistemic Scaffolds to Promote Disagreement Identification and Resolution for Multiple Conflicting Documents 认知支架促进多冲突文件的分歧识别和解决
2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.646732
Toshio Mochizuki, Eowyn P. O’Dwyer, Clark A. Chinn, None Myat Min Swe, None Htay Min Khaung, Seiji Sekine
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引用次数: 0
期刊
International Journal of Computer-Supported Collaborative Learning
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