Analyzing Interactions in CSCL

Abstract

The Computer-Supported Collaborative Learning Book Series is for people working in the CSCL field. The scope of the series extends to 'collaborative learning' in its broadest sense; the term is used for situations ranging from two individuals performing a task together, during a short period of time, to groups of 200 students following the same course and interacting via electronic mail. This variety also concerns the computational tools used in learning: elaborated graphical whiteboards support peer interaction, while more rudimentary textbased discussion forums are used for large group interaction. The series will integrate issues related to CSCL such as collaborative problem solving, collaborative learning without computers, negotiation patterns outside collaborative tasks, and many other relevant topics. It will also cover computational issues such as models, algorithms or architectures which support innovative functions relevant to CSCL systems.The edited volumes and monographs to be published in this series offer authors who have carried out interesting research work the opportunity to integrate various pieces of their recent work into a larger framework. All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights.Printed on acid-free paper AcknowledgementsLike any edited volume, this book is a product of the combined efforts of several people. First, this book would not have been possible without the contribution of our colleagues who wrote the chapters. We learned from reading about the different perspectives the authors presented, and hope that our readers will do the same. We would especially like to thank our colleagues who wrote the commentaries for the book. Stephanie Teasley, Susanne Lajoie and Kristin Lund wrote the three commentaries, often at a short notice and when they had several other commitments. We thank them for their time and their valuable insights. Finally, we thank our students -Samaa Abdurraqib, Anushree Bopardikar and Dana Gnesdilow for their help with proofreading and formatting the chapters.ix Introduction Sadhana Puntambekar, Gijsbert Erkens, and Cindy E. Hmelo-Silver Technology-enhanced environments to support student learning are becoming ubiquitous in both formal and informal educational contexts. Often, these environments require groups of students to learn collaboratively. As groups of learners engage in joint construc...

What Do You Mean by Collaboration Analytics? A Conceptual Model

“…These data traces can be analyzed and used to find recurrent behavioural patterns, make collaborative interactions visible, and broaden our understanding of collaborative learning in various domains (Wise & Schwarz, 2017). This can further accelerate computer-supported collaborative learning (CSCL) researchers' analysis cycles and developers' design iterations (Puntambekar, Erkens, & Hmelo-Silver, 2011).…”

Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration

“…In recent years, there has been a surge of research examining students' collaboration in physical classrooms and online learning environments (Puntambekar, Erkens, & Hmelo-Silver, 2011;Järvelä & Hadwin, 2013). Research on collaborative learning (a) investigates how group members co-construct and build upon each other's knowledge and ideas and (b) examines groups' and individual members' regulation of cognition, behaviour, motivation, and emotions in the learning task (Järvelä & Hadwin, 2013).…”