Capturing temporal pathways of collaborative roles: A multilayered analytical approach using community of inquiry

IF 4.2 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ramy Elmoazen, Mohammed Saqr, Laura Hirsto, Matti Tedre
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Abstract

In collaborative learning, students may follow different trajectories that evolve over time. This study used a multilayered approach to map the temporal dynamics of online problem-based learning (PBL) and the transition of students’ roles across time over a full year duration. Based on data from 135 dental students across four consecutive courses throughout a full academic year, the students’ discourses were coded based on the community of inquiry (CoI). A mixture model was used to identify students’ roles. The roles identified were leaders, social mediators, and peripheral explorer roles, and they were visualized using epistemic network analysis (ENA). Similar trajectories were identified and visualized using sequence and process mining. The results showed varying activity levels across three trajectories. Students in the active-constructive trajectory took on leadership roles, while the students in the social interactive trajectory were mostly social mediators, and the free rider trajectory showed a predominant peripheral explorer role. The students in all trajectories returned to their initial roles, showing features typical of stable collaborative dispositions. Both active trajectories (active constructive and social interactive) had very close levels of achievement, whereas the free riders demonstrated lower grades compared to their peers. This research suggests that understanding role dynamics and their evolving trajectories can help teachers better design future collaborative activities, assign roles, form groups, distribute tasks, and, more importantly, be able to support students.

Abstract Image

捕捉合作角色的时间路径:利用调查社区的多层分析方法
在协作学习中,学生可能会遵循不同的轨迹,并随着时间的推移而演变。本研究采用多层次的方法来绘制基于问题的在线学习(PBL)的时间动态图,以及学生在一学年中不同时间的角色转换图。根据135名牙科学生在一学年中连续学习四门课程的数据,根据探究社区(CoI)对学生的论述进行了编码。使用混合模型来确定学生的角色。确定的角色包括领导者、社会调解人和外围探索者,并使用认识论网络分析(ENA)将其可视化。通过序列和过程挖掘,确定了类似的轨迹并将其可视化。结果显示,三种轨迹的活动水平各不相同。积极建构轨迹中的学生扮演着领导者的角色,而社会互动轨迹中的学生大多是社会调解者,自由骑手轨迹中的学生则主要扮演着外围探索者的角色。所有轨迹中的学生都回到了最初的角色,表现出典型的稳定合作倾向。两种积极轨迹(积极建构和社会互动)的成绩都非常接近,而自由骑手的成绩则低于同龄人。这项研究表明,了解角色动态及其演变轨迹有助于教师更好地设计未来的协作活动、分配角色、组建小组、分配任务,更重要的是,能够为学生提供支持。
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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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