International Journal of Computer-Supported Collaborative Learning最新文献

Understanding the effect of differences in prior knowledge on middle school students’ collaborative interactions and learning 了解已有知识的差异对初中学生协作互动和学习的影响

IF 4.3 2区教育学

International Journal of Computer-Supported Collaborative Learning Pub Date : 2023-12-29 DOI: 10.1007/s11412-023-09405-0

{"title":"Understanding the effect of differences in prior knowledge on middle school students’ collaborative interactions and learning","authors":"","doi":"10.1007/s11412-023-09405-0","DOIUrl":"https://doi.org/10.1007/s11412-023-09405-0","url":null,"abstract":"<h3>Abstract</h3> <p>We investigated how the level of variance in students’ prior knowledge may have influenced their collaborative interactions and science learning in small groups. We examined learning outcomes from 102 groups from seven science teachers’ classes and discourse from two contrasting groups: Homogeneous versus heterogeneous. We examined individual and group outcomes using hierarchical linear modeling (HLM) to explore the effect of membership in a homogeneous or heterogeneous group on students’ learning. We then used social network analyses (SNA) to identify any differences in interaction patterns between the two contrasting groups as they conducted multiple compost simulations. Finally, we examined students’ discussions in these groups to better understand their interactions. In our HLM analysis, we found that students in homogeneous groups made significantly greater learning gains than students in heterogeneous groups. The SNA and thematic analysis of the discussions in our contrasting groups helped us identify that the interactions in the homogeneous group were more distributed, while the interactions in the heterogeneous group were more centralized around the member with the greatest prior knowledge, and that these patterns were stable over time. We also found that the students in the homogenous group engaged in richer discussions that were more supportive and built upon one another’s ideas, which may have influenced their group and individual learning outcomes. While our findings indicate that students in homogeneous groups learn more and collaborate better, we discuss how some heterogeneity may be helpful, and group formation should focus on avoiding extreme cases of heterogeneity and provide students with scaffolding for collaboration.</p>","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"4 4 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139066650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning 研究教师在野外的参与情况：比较协作学习的镜像仪表板和警报与指导仪表板

IF 4.3 2区教育学

International Journal of Computer-Supported Collaborative Learning Pub Date : 2023-12-28 DOI: 10.1007/s11412-023-09414-z

Reet Kasepalu, Pankaj Chejara, Luis P. Prieto, Tobias Ley

{"title":"Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning","authors":"Reet Kasepalu, Pankaj Chejara, Luis P. Prieto, Tobias Ley","doi":"10.1007/s11412-023-09414-z","DOIUrl":"https://doi.org/10.1007/s11412-023-09414-z","url":null,"abstract":"<p>Teachers in a collaborative learning (CL) environment have the demanding task of monitoring several groups of students at the same time and intervening when needed. This withitness (both the situational awareness and interventions taken in class) of the teacher might be increased with the help of a guiding dashboard alerting the teacher of problems and providing suggestions for interventions. This paper introduces a quasi-experiment carried out in authentic classrooms. We examined how a mirroring and an alerting & guiding dashboard affected the withitness of teachers in a face-to-face learning environment while students discussed and used a collaborative writing tool. Twenty-four teachers were observed, interviewed, and answered surveys in three different conditions altogether: with no extra information about the situation, using a dashboard mirroring low-level data about the collaboration, and additionally an AI assistant indicating problems in pedagogical terms and potential solutions (i.e., a guiding dashboard). The results show that the situational awareness of the teachers increased with the introduction of a mirroring dashboard. The workload of the participating teachers dropped more with the introduction of an alerting & guiding dashboard, helping teachers feel less frustrated and more accomplished.</p>","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"95 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139066656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS? 与 IPS 相比，CPS 能否更好地帮助八年级学生解决电磁学方面的问题，缩小高分学生与低分学生之间的差距？

IF 4.3 2区教育学

International Journal of Computer-Supported Collaborative Learning Pub Date : 2023-12-27 DOI: 10.1007/s11412-023-09407-y

Jiun-Wei Guo, Hsiao-Ching She, Meng-Jun Chen, Pei-Yi Tsai

{"title":"Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS?","authors":"Jiun-Wei Guo, Hsiao-Ching She, Meng-Jun Chen, Pei-Yi Tsai","doi":"10.1007/s11412-023-09407-y","DOIUrl":"https://doi.org/10.1007/s11412-023-09407-y","url":null,"abstract":"<p>The individual problem-solving (IPS) and collaborative problem-solving (CPS) have received a lot of attention, yet little research has been conducted to investigate whether CPS and IPS are equally effective in improving students’ understanding of physics concepts, problem-solving abilities, and minimizing achievement gaps. Therefore, the present study developed two types of online electromagnetism problem solving programs with simulation—IPS and CPS—for 8th grade students over five class sessions. Students in the CPS group significantly outperformed those in the IPS group on their performance of physics problem solving test and online problem-solving solution, while IPS and CPS both affected their physics concept test performance to the same degree. The CPS group allocated more time to the online problem-solving solution, evidence-based reasoning, simulation and data reporting than the IPS group. Both CPS and IPS affected high-achievers' problem-solving performance to the same extent. Nonetheless, CPS was more effective in maximizing low-achievers' problem-solving performance and minimizing the discrepancy between high- and low-achievers than IPS, possibly because low-achievers in CPS group requested and received more support from high-achieving students. Regression analysis indicated that students' online problem-solving solution significantly predict their posttest performance in the physics concept test and physics problem-solving test.</p>","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"16 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139053756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reflecting on what counts as collaboration: Reaching forward without losing what is behind 反思什么是合作：不忘初心，继续前进

IF 4.3 2区教育学

International Journal of Computer-Supported Collaborative Learning Pub Date : 2023-12-06 DOI: 10.1007/s11412-023-09415-y

Sanna Järvelä, Carolyn P. Rosé

引用次数: 0

The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL 母语异质性在CSCL在线互动自我效能习得中的作用

2区教育学

International Journal of Computer-Supported Collaborative Learning Pub Date : 2023-11-11 DOI: 10.1007/s11412-023-09411-2

Natalia Reich-Stiebert, Jan-Bennet Voltmer, Jennifer Raimann, Stefan Stürmer

{"title":"The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL","authors":"Natalia Reich-Stiebert, Jan-Bennet Voltmer, Jennifer Raimann, Stefan Stürmer","doi":"10.1007/s11412-023-09411-2","DOIUrl":"https://doi.org/10.1007/s11412-023-09411-2","url":null,"abstract":"Abstract The acquisition of online interaction competencies is an important learning objective. The present study explored the relationships between the first-language heterogeneity of computer-supported collaborative learning (CSCL) groups and the development of students’ online interaction self-efficacy via a pretest–posttest design in the context of a nine-week CSCL course. The research participants were 1525 freshmen receiving distance education who were randomly assigned to 343 CSCL groups. Independent of their own language status, students in CSCL groups featuring first-language heterogeneity exhibited lower precourse–postcourse gains in online interaction self-efficacy than students in groups without heterogeneity. Consistent with a theoretically derived moderation model, the relationships between first-language heterogeneity and self-efficacy gains were moderated by the amount of time that the groups spent on task-related communication during the initial collaboration phase (i.e., the relationships were significant when little time was spent on it but not when a great deal of time was spent on it). In contrast, the amount of time that groups spent on communication related to getting to know each other was ineffective as a significant moderator. Follow-up analyses indicated that time spent getting to know each other in first-language heterogeneous CSCL groups seems to have had the paradoxical effect of increasing rather than decreasing perceptions of heterogeneity among group members. Apparently, this effect impaired online interaction self-efficacy gains.","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"49 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135042962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective 用生成式人工智能工具共同构建知识:基于CSCL视角的思考

2区教育学

International Journal of Computer-Supported Collaborative Learning Pub Date : 2023-10-20 DOI: 10.1007/s11412-023-09409-w

Ulrike Cress, Joachim Kimmerle

{"title":"Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective","authors":"Ulrike Cress, Joachim Kimmerle","doi":"10.1007/s11412-023-09409-w","DOIUrl":"https://doi.org/10.1007/s11412-023-09409-w","url":null,"abstract":"Abstract Generative Artificial Intelligence (AI) tools, such as ChatGPT, have received great attention from researchers, the media, and the public. They are gladly and frequently used for text production by many people. These tools have undeniable strengths but also weaknesses that must be addressed. In this squib we ask to what extent these tools can be employed by users for individual learning as well as for knowledge construction to spark a collective endeavor of developing new insights. We take a social, collective notion of knowledge as a basis and argue that users need to establish a dialog that goes beyond knowledge telling (simply writing what one knows) and stimulates knowledge transformation (converting knowledge into complex relational argumentation structures). Generative AI tools do not have any conceptual knowledge or conscious understanding, as they only use word transitions and rely on probabilities of word classes. We suggest, however, that argumentative dialogs among humans and AI tools can be achieved with appropriate prompts, where emergent processes of joint knowledge construction can take place. Based on this assumption, we inquire into the human and into the AI parts of communication and text production. For our line of argument, we borrow from research on individual and collaborative writing, group cognition, and the co-evolution of cognitive and social systems. We outline future CSCL research paths that might take the human-AI co-construction of knowledge into account in terms of terminology, theory, and methodology.","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135616846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards Linking Tool Functionalities to Processes of Collaborative Learning 将工具功能与协作学习过程联系起来

2区教育学

International Journal of Computer-Supported Collaborative Learning Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.112400

Sebastian Simon, Iza Marfisi-Schottman, Sébastien George

引用次数: 0

Reflection on Collaborative Action: Fostering Collaborative Diagnostic Reasoning in an Agent-Based Medical Simulation 协同行动的思考:在基于agent的医学模拟中培养协同诊断推理

2区教育学

International Journal of Computer-Supported Collaborative Learning Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.596913

Constanze Richters, Matthias Stadler, Laura Brandl, Ralf Schmidmaier, Martin R. Fischer, Frank Fischer

引用次数: 0

Student Crowd Research Environment: A Design-Based Approach to Large-Scale Collaboration 学生群体研究环境:基于设计的大规模协作方法

2区教育学

International Journal of Computer-Supported Collaborative Learning Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.108008

Norma Reichelt, Christoph Richter, Lars-Arne Raffel, Christine Bussian, Heidrun Allert

引用次数: 0

Examining and Scaffolding Collective Idea Improvement in Knowledge Building Using Analytics and Meta-Discourse 运用分析学和元话语对知识建构中的集体观念改进进行检验和支撑

2区教育学

International Journal of Computer-Supported Collaborative Learning Pub Date : 2023-10-03 DOI: 10.22318/cscl2023.276803

Yawen Yu, Carol K. K. Chan, Chew Lee Teo, Gaowei Chen

引用次数: 0