Investigating Feedback Support to Enhance Collaboration Within Groups in Computer Supported Collaborative Learning

Model-Based Characterization of Text Discourse Content to Evaluate Online Group Collaboration

“…Quality of contribution and knowledge level of context (in this case the environment of the moon) is evident in the discourse of groups G3 & G5 contrary to what we have in G1, 2 & 4. This justifies higher measures of collaboration in the former inline with the effect of knowledge level during JPS as presented in [2] and Vygotskian perspective mentioned in [22], which states that collaboration provides cognitive benefits when "a more expert member helps less-expert ones".…”

“…We found in literature that,"the more collaborative groups had higher levels of verbal activity" [12] and that elaborated discussion through explanation is an indicator of group collaboration and this results in the generation of volume of text in a textual discussion [6]. Evidence of collaborative skills [19] and its indicators during JPS [2,3], all involves generating a volume of text when JPS discourse is text-based. Hence, we use the volume of text contributions to measure collaboration when a group discussion is textbased.…”

“…within groups represents a measure of group interaction quality [2,11]; this is computed as follows: the mean of | − → k i | for a group is calculated as shown in Eq. 1:…”

“…We triangulate the output measures (as shown in Fig. 2), with qualitative data of the group discourse, considering the collaboration indicators/inhibitors identified in [2,19]: The discourse in G3 & G5 shows evidence of collaborative skills [3,19] with cognitive elaboration during JPS [22], whilst the other groups' discourse contains mainly suggested solutions which are mostly erroneous and blind agreements 1 . The latter groups' discourse is similar to what Webb [22] refers to as "giving and receiving non-elaborated help", i.e.…”