TY - GEN
T1 - Exploring the relationship between the types of interactions and progress on a task during collaborative problem solving
AU - Shehab, Saadeddine
AU - Mercier, Emma
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. 1441149. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© ISLS.
PY - 2020
Y1 - 2020
N2 - This study explores the relationship between the types of students’ verbal interactions in small groups and the groups’ progress on the task. The study takes place in the context of undergraduate face-to-face collaborative problem solving engineering classrooms. Students worked in small groups to solve an authentic, ill-structured engineering task. Students’ verbal interactions were analyzed in terms of collaborative, cognitive, and metacognitive dimensions. The types of interactions under each dimension were correlated with the groups’ progress on the task. Findings indicated that groups were partially engaged in high quality interactions despite the fact that the task and the technology were designed to promote the types of interactions that positively impact the group processes. Higher group progress scores were associated with more engagement in causal elaborated statements and metacognitive turns. This can inform the design of tasks, technological tools, and instructional models that are used in collaborative problem solving STEM classrooms.
AB - This study explores the relationship between the types of students’ verbal interactions in small groups and the groups’ progress on the task. The study takes place in the context of undergraduate face-to-face collaborative problem solving engineering classrooms. Students worked in small groups to solve an authentic, ill-structured engineering task. Students’ verbal interactions were analyzed in terms of collaborative, cognitive, and metacognitive dimensions. The types of interactions under each dimension were correlated with the groups’ progress on the task. Findings indicated that groups were partially engaged in high quality interactions despite the fact that the task and the technology were designed to promote the types of interactions that positively impact the group processes. Higher group progress scores were associated with more engagement in causal elaborated statements and metacognitive turns. This can inform the design of tasks, technological tools, and instructional models that are used in collaborative problem solving STEM classrooms.
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U2 - 10.22318/icls2020.1285
DO - 10.22318/icls2020.1285
M3 - Conference contribution
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 1285
EP - 1292
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
PB - International Society of the Learning Sciences (ISLS)
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Y2 - 19 June 2020 through 23 June 2020
ER -