International Journal of Computer-Supported Collaborative Learning最新文献

{"title":"Dialogues across time and space in a video-based collaborative learning environment","authors":"Charlotte Beal, Rolf Steier","doi":"10.1007/s11412-024-09420-9","DOIUrl":"https://doi.org/10.1007/s11412-024-09420-9","url":null,"abstract":"<p>In this study, we investigate how pre-service teachers’ group dialogues emerged and intersected across time and space as students collaboratively constructed a video-based mind map to prepare for oral exams in a pedagogy course. The study was conducted as part of a design-based research project investigating the ways that video-based mind maps can support learning as both a collaborative activity and a classroom resource. We applied interaction analysis methods to recordings taken during the production of the mind map as well as the videos made by students within the mind map itself to analyze synchronous and asynchronous dialogues among group members as they viewed, recorded, and uploaded videos. The findings offer an in-depth understanding of how collaboration occurs in different space-time configurations within and across groups as mediated by video resources. We discuss how these findings contribute to computer-supported collaborative learning (CSCL) research on the ways collaboration can emerge across different levels of activity as well as the pedagogical implications for introducing video-based dialogues into the classroom.</p>","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":null,"pages":null},"PeriodicalIF":4.3,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140572859","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}

{"title":"Effects of group awareness support in CSCL on students’ learning performance: A three-level meta-analysis","authors":"Dengkang Chen, Yi Zhang, Heng Luo, Zhifang Zhu, Jingsi Ma, Yuru Lin","doi":"10.1007/s11412-024-09418-3","DOIUrl":"https://doi.org/10.1007/s11412-024-09418-3","url":null,"abstract":"<p>Group awareness (GA) is essential for computer-supported collaborative learning (CSCL), as it informs learners about other group members’ activities, knowledge, and emotions. A key advantage of GA support is that it can collect, process, and visualize GA information, which provides a basis for students’ reflection and adjustment during collaborative learning, thus facilitating their learning performance. However, empirical findings regarding the effectiveness of GA support have been inconsistent. The present study conducted the first three-level meta-analysis of 46 empirical studies to examine the effects of GA support on students’ learning performance and further explore the possible moderating factors that may have contributed to the inconsistencies of primary studies. The results indicated the following: (1) GA support in CSCL had a moderate significant effect on students’ learning performance (Hedges’<i>g</i> = 0.46, <i>p</i> &lt; 0.001); (2) GA support in CSCL had the greatest influence on students’ cognitive development (Hedges’<i>g</i> = 0.49, <i>p</i> &lt; 0.001), followed by behavioral participation (Hedges’<i>g</i> = 0.47, <i>p</i> &lt; 0.001), and then social emotion (Hedges’<i>g</i> = 0.38, <i>p</i> &lt; 0.001); and (3) GA support type and group size were the only two significant moderating factors. Based on these findings, we propose several theoretical and pedagogical implications.</p>","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":null,"pages":null},"PeriodicalIF":4.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968552","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}

{"title":"Taking a stance in the process of learning: Developing perspectival understandings through knowledge co-construction during synchronous computer-mediated classroom discussion","authors":"Hannah Park, Diane L. Schallert, Kyle M. Williams, Rachel E. Gaines, Jeonghyun Lee, Eunjeong Choi","doi":"10.1007/s11412-023-09416-x","DOIUrl":"https://doi.org/10.1007/s11412-023-09416-x","url":null,"abstract":"<p>This study extends research on perspectival understanding (Greeno &amp; van de Sande, 2007) by using Du Bois’ (2007) discourse work on stancetaking to investigate how students expressed their perspectives on course content through a variety of stances/positions as they negotiated meaning in online discussions. Participants were students in a hybrid graduate-level course with weekly synchronous computer-mediated discussions. Adapting Du Bois’ stancetaking triangle, we coded discussion transcripts for shifts in stance and for evidence of influence on students’ perspective taking as they considered course concepts. Findings were that stances and stance objects (that is, topics) were introduced as students collaborated in discussion, with an epistemic stance indicating students’ primary focus on wanting to learn and understand course concepts. Evaluative and affective stances were less frequent and most often intertwined with an epistemic stance but nevertheless important in supporting the group’s discussion. Synchronous online discussions afforded a venue for iterative discourse interactions of evaluation, positioning, and alignment and for shared knowledge co-construction and perspectival understanding.</p>","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":null,"pages":null},"PeriodicalIF":4.3,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949611","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}

{"title":"Learning within fiber-crafted algorithms: Posthumanist perspectives for capturing human-material collaboration","authors":"Anna Keune","doi":"10.1007/s11412-023-09412-1","DOIUrl":"https://doi.org/10.1007/s11412-023-09412-1","url":null,"abstract":"<p>A key commitment of computer-supported collaborative learning research is to study how people learn in collaborative settings to guide development of methods for capture and design for learning. Computer-supported collaborative learning research has a tradition of studying how the physical world plays a part in collaborative learning. Within the field, a material turn is emerging that considers how digital and tangible technologies actively contribute to collaborative learning processes. Studying how tangible materials produce collaborative learning visibly and algorithmically is particularly important at a time when advanced algorithms are integrated into educational contexts in ways that are not always transparent. However, the needed methodologies for capturing how non-human agents take part in collaborative learning remains underdeveloped. The present study builds on current CSCL research that investigates materials in collaborative learning and introduces posthumanist perspectives with the aim to decenter humans methodologically and to probe empirically whether and how these perspectives contribute to empirical understanding of collaborative learning processes. Taking fiber crafts (e.g., weaving and fabric manipulation) as a context for computational learning, the present study conducted a posthumanist <i>analysis of differences</i> among human and non-human participants in collaboration using video data to investigate how middle school youths and fiber craft components performed algorithms over time. The findings show how both youths and craft materials actively contributed to the performance of algorithms. In weaving, algorithms became repeated youth-material movements one dimension at a time. In fabric manipulation, algorithms became a repeated confluence of component parts. Decentering humans through an analysis of differences among human and non-human introduced human-material collaboration as a productive unit of analysis for understanding how materials and people together contribute to producing what can be recognized as computational performance. The findings of this research contribute to ongoing conversations in CSCL research on how computational materials can be considered in collaborative learning and present a new approach to capture collaborative learning as physical expansion over time. The study has implications for future research on capturing collaborative computational learning and designing physical computational learning opportunities that show technology as evolving.</p>","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":null,"pages":null},"PeriodicalIF":4.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139922229","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}

{"title":"Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning","authors":"Kenneth Silseth, Rolf Steier, Hans Christian Arnseth","doi":"10.1007/s11412-023-09413-0","DOIUrl":"https://doi.org/10.1007/s11412-023-09413-0","url":null,"abstract":"<p>By adopting a situated and interactional approach, we explore students’ immersive VR experiences as resources for collaborative meaning making and learning. We draw on data from a project in which teachers and researchers co-developed a learning design for upper secondary students involving immersive VR technology. In this learning design, students viewed a cinematic VR film where they encountered different people telling personal stories about exclusion and discrimination, followed by reflective group dialogues with their teacher about their experiences in this environment. Through a detailed interaction analysis of these dialogues, we identify four dimensions that characterize students’ meaning making: (1) the feeling of taking part in conversations, (2) attending to bodily expressions of others, (3) students’ own bodily responses, (4) teacher guidance. We discuss how the findings from our analysis contribute to the field of CSCL, and which also have implications for instructional work that includes the use of immersive VR environments.</p>","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":null,"pages":null},"PeriodicalIF":4.3,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139764945","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}

{"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":null,"pages":null},"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}

{"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 &amp; 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 &amp; guiding dashboard, helping teachers feel less frustrated and more accomplished.</p>","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"title":"Reflecting on what counts as collaboration: Reaching forward without losing what is behind","authors":"Sanna Järvelä, Carolyn P. Rosé","doi":"10.1007/s11412-023-09415-y","DOIUrl":"https://doi.org/10.1007/s11412-023-09415-y","url":null,"abstract":"","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":null,"pages":null},"PeriodicalIF":4.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595881","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}

{"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":null,"pages":null},"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}