Analyzing the Social Knowledge Construction and Online Searching Behavior of High School Learners during a Collaborative Problem Solving Learning Activity: A Multi-Dimensional Behavioral Pattern Analysis

Autor/inn/en	Lin, Che-Li; Hou, Huei-Tse; Tsai, Chin-Chung
Titel	Analyzing the Social Knowledge Construction and Online Searching Behavior of High School Learners during a Collaborative Problem Solving Learning Activity: A Multi-Dimensional Behavioral Pattern Analysis
Quelle	In: Asia-Pacific Education Researcher, 25 (2016) 5-6, S.893-906 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-016-0317-y
Schlagwörter	High School Students; Cooperative Learning; Problem Solving; Online Searching; Search Strategies; High Achievement; Low Achievement; Teamwork; Comparative Analysis; Interaction; Interpersonal Relationship; Correlation; Group Discussion; Cognitive Processes; Knowledge Level; Student Projects + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kooperatives Lernen; Problemlösen; Online-Recherche; Suchstrategie; Unterdurchschnittliche Leistung; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Korrelation; Gruppendiskussion; Cognitive process; Kognitiver Prozess; Wissensbasis; Schulprojekt
Abstract	The present study aims to explore the behavioral patterns of the social knowledge construction process and the online searching behaviors in a collaborative problem solving learning activity for high school students, and further compares the different behavioral patterns of the high- and low-performing teams. A total of 78 high school students from two schools participated. This study applied sequential analysis to analyze the students' social knowledge construction and online searching behavior from a large amount of screen-recording data. Interestingly, the results indicate that social interaction that is irrelevant to the discussion task is significantly correlated with academic-related discussion content. Reaching a higher cognitive level of social knowledge construction (e.g., reaching agreement or applying newly constructed meaning) contributes to a successful team project. For online searching behavior, the high-performing teams exhibited systematic online searching behavior and concentrated on the task, while the low-performing teams displayed chaotic searching behavior and were distracted from the task at hand, and seemed to rarely propose their searched results or ideas in their discussions. Based on the results, several possible explanations and suggestions are proposed including the need to promote more adaptive motivation and to provide scaffolding for collaborative skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01