Exploring the relationship between the types of interactions and progress on a task during collaborative problem solving

Saadeddine Shehab, Emma Mercier

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

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.

Original languageEnglish (US)
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1285-1292
Number of pages8
ISBN (Electronic)9781732467279
StatePublished - 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: Jun 19 2020Jun 23 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume3
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
CountryUnited States
CityNashville
Period6/19/206/23/20

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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