TY - GEN
T1 - A mixed-methods approach for studying collaborative learning processes at individual and group levels
AU - Dornfeld, Catherine
AU - Zhao, Naxin
AU - Puntambekar, Sadhana
N1 - Funding Information:
We would like to thank Matthew Berland for his assistance with Python. This project received funding from the National Science Foundation (award #1418044).
Publisher Copyright:
© ISLS.
PY - 2017
Y1 - 2017
N2 - Learning processes that unfold during small-group collaboration may impact conceptual outcomes for individual students. To study how learning processes unfolded for eighth grade students collaborating in an e-textbook research activity, we analyzed data sources at individual and group levels using multiple methods, including nonparametric tests, text mining, Markov modeling, and quantitative discourse analysis. Individual measures revealed learning gains on content tests and documentation of shared ideas during collaboration. Group measures revealed increased conceptual discourse over time and streamlining of the research process. Measures at each level indicated distinct paths of inquiry for students and groups; however, these differences were not associated with negative conceptual outcomes. These findings have implications for how we understand how collaborative learning processes unfold, especially between the individual and the group, and how we design support for collaboration and knowledge sharing.
AB - Learning processes that unfold during small-group collaboration may impact conceptual outcomes for individual students. To study how learning processes unfolded for eighth grade students collaborating in an e-textbook research activity, we analyzed data sources at individual and group levels using multiple methods, including nonparametric tests, text mining, Markov modeling, and quantitative discourse analysis. Individual measures revealed learning gains on content tests and documentation of shared ideas during collaboration. Group measures revealed increased conceptual discourse over time and streamlining of the research process. Measures at each level indicated distinct paths of inquiry for students and groups; however, these differences were not associated with negative conceptual outcomes. These findings have implications for how we understand how collaborative learning processes unfold, especially between the individual and the group, and how we design support for collaboration and knowledge sharing.
UR - http://www.scopus.com/inward/record.url?scp=85073363695&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85073363695&partnerID=8YFLogxK
U2 - 10.22318/cscl2017.28
DO - 10.22318/cscl2017.28
M3 - Conference contribution
AN - SCOPUS:85073363695
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 191
EP - 198
BT - Making a Difference
A2 - Smith, Brian K.
A2 - Borge, Marcela
A2 - Mercier, Emma
A2 - Lim, Kyu Yon
PB - International Society of the Learning Sciences (ISLS)
T2 - 12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017
Y2 - 18 June 2017 through 22 June 2017
ER -