The potential of temporal analysis: Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based learning processes

Lämsä, Joni; Hämäläinen, Raija; Koskinen, Pekka; Viiri, Jouni; Mannonen, Joonas

doi:10.1016/j.compedu.2019.103674

Cited by 30 publications

(19 citation statements)

References 72 publications

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“…Sins et al 2005) and Yule's Q (cf. Lämsä et al 2020). To gain an understanding of how successful a specific type of modeling strategy is, we plan to investigate the relationship between a participant's type of modeling strategy and the quality of the participant's modeling product (i.e., the final model or models throughout the process), as specific strategies are assumed to be used by less successful participants (Schauble et al 1991a;Sins et al 2005).…”

Section: Discussionmentioning

confidence: 99%

Preservice Science Teachers’ Strategies in Scientific Reasoning: the Case of Modeling

Göhner

Krell

2020

Res Sci Educ

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The development of scientific reasoning competencies is a key goal of science education. To better understand the complex construct of scientific reasoning, which includes modeling as one style of reasoning, thorough investigations of the underlying processes are needed. Therefore, in this study, a typology of preservice science teachers' modeling strategies was developed. Thirty-two preservice science teachers were videotaped while engaging in the modeling task of investigating a black box. Following a qualitative content analysis, sequences of modeling activities were identified. By transforming these sequences of modeling activities into state transition graphs, six types of modeling strategies were derived, differing in the homogeneity and complexity of their modeling processes. The preservice science teachers engaged in activities of (1) exploration only; (2a) exploration and development with a focus on development; (2b) exploration and development with a focus on exploration; (2c) exploration and development, balanced; (3a) exploration, development, and drawing predictions from a model once; or (3b) exploration, development, and repeatedly drawing predictions from a model. Finally, this typology is discussed regarding the process of its development and its potential to inform and guide further research as well as the development of interventions aiming to foster competencies in scientific modeling.

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Section: Discussionmentioning

confidence: 99%

Preservice Science Teachers’ Strategies in Scientific Reasoning: the Case of Modeling

Göhner

Krell

2020

Res Sci Educ

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“…Wu and Hou (2015) used LSA to explore how cognitive styles affect online discussion behaviours during the problem-solving process. Lamsa et al (2020) combined log data and LSA to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based learning processes. In this study, LSA was used to analyse and visualise the observed changes in teacher-student interaction patterns in SCs and TMCs.…”

Section: Lsamentioning

confidence: 99%

Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis

Zhan

Wu²,

Zhang³

2021

AJET

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This study investigated the effect of classroom settings on teacher-student interaction in higher education by comparing the behavioural sequences in smart classrooms (SCs) and traditional multimedia classrooms (TMCs). Twenty in-classroom teaching sessions were randomly selected from six universities in South China, involving 1,043 students and 23 teachers. Half of the sessions were taken in SCs as the experimental group, and half were in TMCs as the control group. A teacher-student interaction behaviour coding schema was developed, and a total of 17,805 observable behaviours were collected and coded sequentially via a review of classroom videos. Then, the behavior pattern diagram was set up to visualise a lag sequential analysis results by four themes, namely teacher-talk, teacher-action, student-talk and student-action. Results show that compared to TMCs, the SCs triggered significantly more self-initiated student actions and student-driven teacher talk, while teacher-initiated talk decreased significantly, indicating that students’ autonomy was strengthened in the SC. Furthermore, teachers’ workload was somewhat reduced, and they obtained more support with trying new pedagogies with mobile terminals in the data-rich environment. These findings provide evidence to validate the effect of SCs on increasing teacher-student interaction and strengthening the students’ dominant position.

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“…Moreover, to succeed in the group collaboration, students need to negotiate what to achieve as a group, plan, and implement problem-solving strategies, and monitor and reflect on the working progress (Järvelä & Hadwin, 2013 ; Winne et al, 2013 ). And the social, cognitive, behavioral, and metacognitive activities unfold in a time frame that enable students to coordinate their interactions, cognition, and actions to complete a high quality collaboration (Kapur, 2011 ; Lämsä et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The CSCL field has been promoting the use of multiple analytical methods to understand the complication of collaborative learning from the fine-grained, micro-level, and multi-dimensional perspectives (Borge & Mercier, 2019 ; Janssen et al, 2013 ; Suthers et al, 2013 ). More importantly, previous research in CSCL identifies primary dimensions of online collaborative learning processes (including social, cognitive, metacognitive, behavioral, and temporal) to assure students to effectively organize, coordinate, and contribute to the CSCL process in order to build group knowledge, solve collective problems, and achieve collective accomplishments (Garrison et al, 2000 ; Henri, 1992 ; Lämsä et al, 2020 ). Both qualitative and quantitative methods are used to reveal the interactions that can be attribute.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education

Ouyang

Chen

Cheng

et al. 2021

Int J Educ Technol High Educ

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Collaborative problem-solving (CPS) engages students in solving ill-structured problems, creating group knowledge, and developing self-regulation and collaboration skills. Different scaffoldings, such as minimal-guided, task-oriented, and idea-oriented, can be used to facilitate students’ CPS activities, but their effects have not been comprehensively explored. In this research, we use minimally-guided, task-oriented, and idea-oriented scaffoldings to promote Chinese university students’ online CPS activities and use a multi-method approach to analyze the effects of three scaffolding on collaboration. The results indicate relatively complicated collaborative processes and outcomes supported by three scaffoldings. It is initially shown that the idea-centered scaffolding strengthens students’ connections between idea contribution, metacognitive regulation, and knowledge artifact behaviors, which are critical factors for improving the CPS quality. Based on the empirical research results, we conclude that future instructional design should carefully consider the educational culture, time constraint, and student regulation to better facilitate CPS practices.

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The potential of temporal analysis: Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based learning processes

Cited by 30 publications

References 72 publications

Preservice Science Teachers’ Strategies in Scientific Reasoning: the Case of Modeling

Preservice Science Teachers’ Strategies in Scientific Reasoning: the Case of Modeling

Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis

Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education

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