@inproceedings{863d632f4dd44321965d57397246b9e8,
title = "Emergent roles and collaborative discourse over time",
abstract = "CSCL environments are intended to foster equal participation even when student roles are not assigned. However, roles may spontaneously emerge and result in distributed participation during collaboration, especially when students share and manage a single technology resource. We investigated how group discourse shaped emergent roles in a collaborative small group over the course of a 12-week science curriculum with simulated science experiments. Group members showed patterns in their discourse contributions in terms of content, function, and initiation and uptake of discourse topics. The emergence of these patterns stimulated role differentiation and stabilization. Conceptual discussion appeared to improve learning gains, while prioritization of task management detracted from learning. By tracking group discourse patterns, we can observe the process of role emergence in face-toface CSCL interactions.",
keywords = "Collaboration, Discourse, Emergent, Learning outcomes, Roles, Spontaneous",
author = "Catherine Dornfeld and Sadhana Puntambekar",
note = "Funding Information: We thank all of our student and teacher participants along with Dana Gnesdilow and Jee-Seon Kim for their contributions to our methods. This research has been supported by the Bill & Melinda Gates Foundation and EDUCAUSE NGLC grant and NSF SAVI grant # 1258471. Publisher Copyright: {\textcopyright} ISLS.; 11th International Conference on Computer Supported Collaborative Learning: Exploring the Material Conditions of Learning, CSCL 2015 ; Conference date: 07-06-2015 Through 11-06-2015",
year = "2015",
language = "English (US)",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "380--387",
editor = "Oskar Lindwall and Paivi Hakkinen and Timothy Koschmann and Pierre Tchounikine and Sten Ludvigsen",
booktitle = "Exploring the Material Conditions of Learning",
}