How Success versus Failure Cases Support Knowledge Construction in Collaborative Problem-Solving

Autor/inn/en	Tawfik, Andrew A.; Kim, Kyung; Hogan, Maureen; Msilu, Fortunata
Titel	How Success versus Failure Cases Support Knowledge Construction in Collaborative Problem-Solving
Quelle	In: Journal of Educational Computing Research, 57 (2019) 6, S.1376-1399 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tawfik, Andrew A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118799750
Schlagwörter	Success; Failure; Problem Solving; Inquiry; Active Learning; Cooperative Learning; Scaffolding (Teaching Technique); Case Method (Teaching Technique); Interpersonal Relationship; Interaction; Memory; Social Networks; Network Analysis; Concept Formation; Learning Processes + Suchen Sie Ihr Suchwort? Erfolg; Problemlösen; Aktives Lernen; Kooperatives Lernen; Case method; Fallmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Gedächtnis; Social network; Soziales Netzwerk; Netzplantechnik; Concept learning; Begriffsbildung; Learning process; Lernprozess
Abstract	Theorists suggest that collaboration is a key aspect in online, inquiry-based learning. However, research finds that meaningful interaction is challenging, and learners struggle to sustain interaction. One way to scaffold collaborative problem-solving is through case libraries; however, few studies have explored how the type of experience depicted in a case library (success and failure) catalyzes learning. To address this gap, this study explored how the presence of success versus failure case libraries supports learning in terms of understanding of the problem space, conceptual space, knowledge construction convergence, and social network interaction. Results found no differences between conditions when discussing the problem space. However, results found that the failure group outperformed the success condition in terms of conceptual space, knowledge construction convergence, and social network interaction. As it relates to scaffolding using case-based reasoning theory and failure-driven memory theory, the failure cases helped to scaffold learners understanding of the broader conceptual space, knowledge construction, and learner--learner interaction. Additional implications for inquiry-based learning and scaffolding using case-based reasoning theory and failure-driven memory theory are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01