Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving: a three-stage analytical framework

IF 4.2 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Shuowen An, Si Zhang, Zhihui Cai, Wei Pan, Mingwei Li, Mingwen Tong
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Abstract

An in-depth analysis of collaborative problem solving (CPS) patterns contributes to understand team dynamics and effective paths to conflict resolution. However, there remains the lack of a perspective in the field of CPS research that organically combines the cognitive, meta-cognitive, and social-communicative dimensions. Moreover, the analysis of CPS sequences has primarily focused on the temporal dimension while overlooking the differences in spatial dimensions. To shed further light on the nature of CPS in computer-based environments, this study collected discourse data generated by 24 university students through an online synchronous chat tool. They were student teachers from a variety of disciplines (math, history, English, etc.) who were required to accomplish two tasks: instructional design and multimedia courseware development. Specifically, a three-stage analytical framework was proposed to code, cluster, and analyze these discourse data to further explore the differences in CPS patterns. We clustered time sequences by calculating the distance similarity metric via the dynamic time warping (DTW) method, which took into account both the spatial and temporal characteristics of the time sequences. Consequently, 16 time sequences of CPS processes were divided into 2 kinds of clusters (CPS subgroups), i.e., cluster 1 and cluster 2. From the statistical analysis, both clusters actively used the skills included in the meta-cognitive dimensions. Cluster 1 was oriented toward the solution of the problem whereas cluster 2 focused primarily on the requirements of the collaborative problem itself. From the process mining analysis, solution-driven cluster 1 tended to focus on expressing specific ideas and evaluating and summarizing them, intermittently monitoring and regulating task progress. Problem-driven cluster 2 tended to express specific ideas intermittently, and lacked the process of summarizing and evaluating different ideas to further filter out the best solutions. Finally, we summarized the implications of this study from theoretical and practical perspectives and discussed future research directions with regard to the limitations of this study.

Abstract Image

揭示大学生合作解决问题过程中认知、元认知和社会过程的相互作用:三阶段分析框架
对合作解决问题(CPS)模式的深入分析有助于了解团队动态和解决冲突的有效途径。然而,在 CPS 研究领域,仍然缺乏将认知、元认知和社会交流维度有机结合起来的视角。此外,对 CPS 序列的分析主要集中在时间维度,而忽视了空间维度的差异。为了进一步揭示计算机环境下 CPS 的本质,本研究收集了 24 名大学生通过在线同步聊天工具产生的话语数据。他们是来自不同学科(数学、历史、英语等)的学生教师,需要完成两项任务:教学设计和多媒体课件开发。具体来说,我们提出了一个三阶段分析框架来对这些话语数据进行编码、聚类和分析,以进一步探索 CPS 模式的差异。我们通过动态时间扭曲(DTW)方法计算距离相似度指标对时间序列进行聚类,该方法同时考虑了时间序列的空间和时间特征。因此,16 个 CPS 过程的时间序列被划分为两种聚类(CPS 子群),即聚类 1 和聚类 2。根据统计分析,这两个群组都积极使用了元认知维度中的技能。群组 1 以解决问题为导向,而群组 2 则主要关注协作问题本身的要求。从过程挖掘分析来看,以解决问题为导向的第 1 组往往侧重于表达具体想法并对其进行评估和总结,间歇性地监测和调节任务进度。问题驱动型集群 2 则倾向于断断续续地表达具体想法,缺乏对不同想法进行总结和评估以进一步筛选出最佳解决方案的过程。最后,我们从理论和实践角度总结了本研究的意义,并针对本研究的局限性讨论了未来的研究方向。
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来源期刊
CiteScore
8.00
自引率
18.60%
发文量
20
期刊介绍: An official publication of the International Society of the Learning Sciences, the International Journal of Computer-Supported Collaborative Learning (IJCSCL) fosters a deep understanding of the nature, theory, and practice of computer-supported collaborative learning (CSCL). The journal serves as a forum for experts from such disciplines as education, computer science, information technology, psychology, communications, linguistics, anthropology, sociology, and business. Articles investigate how to design the technological settings for collaboration and how people learn in the context of collaborative activity.
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