To Speak or Not to Speak, and What to Speak, When Doing Task Actions Collaboratively [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (16th, Bengaluru, India, Jul 11-14, 2023).

Autor/inn/en	Nasir, Jauwairia; Kothiyal, Aditi; Sheng, Haoyu; Dillenbourg, Pierre
Titel	To Speak or Not to Speak, and What to Speak, When Doing Task Actions Collaboratively [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (16th, Bengaluru, India, Jul 11-14, 2023).
Quelle	(2023), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Learning; Thinking Skills; Problem Solving; Learning Activities; Learning Processes; Content Analysis; Learning Analytics; Correlation; Teamwork; Concept Formation; Computer Assisted Instruction; Dialogs (Language); Computer Mediated Communication; Algorithms; Discourse Analysis; Foreign Countries; Switzerland + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Denkfähigkeit; Problemlösen; Lernaktivität; Learning process; Lernprozess; Inhaltsanalyse; Korrelation; Concept learning; Begriffsbildung; Computer based training; Computerunterstützter Unterricht; Dialog; Dialogs; Dialogue; Dialogues; Computerkonferenz; Algorithm; Algorithmus; Diskursanalyse; Ausland; Schweiz
Abstract	Transactive discussion during collaborative learning is crucial for building on each other's reasoning and developing problem solving strategies. In a tabletop collaborative learning activity, student actions on the interface can drive their thinking and be used to ground discussions, thus affecting their problem-solving performance and learning. However, it is not clear how the interplay of actions and discussions, for instance, how students performing actions or pausing actions while discussing, is related to their learning. In this paper, we seek to understand how the transactivity of actions and discussions is associated with learning. Specifically, we ask what is the relationship between discussion and actions, and how it is different between those who learn (gainers) and those who do not (non-gainers). We present a combined differential sequence mining and content analysis approach to examine this relationship, which we applied on the data from 32 teams collaborating on a problem designed to help them learn concepts of minimum spanning trees. We found that discussion and action occur concurrently more frequently among gainers than non-gainers. Further we find that gainers tend to do more reflective actions along with discussion, such as looking at their previous solutions, than non-gainers. Finally, gainers discussion consists more of goal clarification, reflection on past solutions and agreement on future actions than non-gainers, who do not share their ideas and cannot agree on next steps. Thus this approach helps us identify how the interplay of actions and discussion could lead to learning, and the findings offer guidelines to teachers and instructional designers regarding indicators of productive collaborative learning, and when and how, they should intervene to improve learning. Concretely, the results suggest that teachers should support elaborative, reflective and planning discussions along with reflective actions. [For the complete proceedings, see ED630829.] (As Provided).
Anmerkungen	International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: https://educationaldatamining.org/conferences/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01