The roles of collective task value and collaborative behaviors in collaborative performance through collaborative creation in CSCL

Wang, Shuling; Hong, Huiting

doi:10.1007/s11423-018-9593-y

Cited by 22 publications

(11 citation statements)

References 44 publications

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“…The instructors should identify the specific learning situations that are appropriate to provide instructional interventions during the collaborative programming process. Our results showed that the low-performing groups could easily get distracted by irrelevant activities (e.g., gaming), such that the instructor needed to provide on-time assistances to guide students on the programming track (Wang & Hong, 2018). More incentives and assistances need to be given for low-achievers at the early stage of a problem-solving period to intervene their programming behaviors and motivations (Hwang et al., 2012; Pereira et al., 2020).…”

Section: Discussionmentioning

confidence: 96%

Three Contrasting Pairs’ Collaborative Programming Processes in China’s Secondary Education

Sun

Ouyang

et al. 2020

Journal of Educational Computing Research

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Pair programming is a collaborative learning mode to foster novice learners’ computer programming. Previous empirical research has reported contrasting conclusions about the effect of pair programming on student learning. To further understand students’ pair programming, this study uses a mixed method to analyze three contrasting pairs’ collaborative behaviors, discourses, and perceptions from a multi-dimensional perspective. The analysis results show that the high-ranked student pair is characterized as the interactive, socially-supportive, and goal-oriented pair; the middle-ranked student pair is characterized as the highly-interactive, socially-supportive, and process-oriented pair; and the low-ranked student pair is characterized as the lowly-interactive, socially-unsupportive, and programming-distracted pair. The research reveals complex relations between collaborative behaviors, discourses, and performances, which have critical influences on students’ pair programming quality. Based on the results, this research proposes pedagogical, analytical, and theoretical implications for future instructional design, learning analytics, and empirical research of collaborative programming.

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Section: Discussionmentioning

confidence: 96%

Three Contrasting Pairs’ Collaborative Programming Processes in China’s Secondary Education

Sun

Ouyang

et al. 2020

Journal of Educational Computing Research

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“…PBL has also proved to be more effective than traditional learning in terms of long-term retention of knowledge (Mohamadi, 2018). Wang and Hong (2018) suggested that students with higher problem-solving tendency generally have higher levels of group cohesion and cognitive quality in collaborative behaviors.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Interaction between Peer Assessment and Problem-Solving Tendencies on Students’ Learning Achievements and Collaboration in Mobile Technology-Supported Project-Based Learning

Zhang

Hwang

2022

Journal of Educational Computing Research

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Project-based learning (PBL) aims to foster students’ problem-solving ability and collaboration by engaging them in completing a project in teams. Researchers have indicated the importance of guiding students to make comparisons and reflection during the process of project-based learning. Therefore, the present research proposed a peer assessment-based PBL (PA-PBL) approach to boost students’ PBL performances. To assess the effectiveness of the proposed approach, a quasi-experiment was conducted for 3 weeks. A total of 110 secondary students were divided into an experimental group learning with the PA-PBL approach and a control group learning with the conventional PBL (C-PBL) approach. The students’ problem-solving tendency, learning achievement, and collaboration tendency were evaluated. The experimental results indicated that the PA-PBL approach improved the students’ learning achievement, especially for those students with higher problem-solving tendency. In terms of collaboration tendency, it was found that the PA-PBL approach benefited the lower problem-solving tendency students more than the C-PBL approach, while there was no difference between the higher problem-solving tendency students in the two groups. The experimental results also indicated that the PA-PBL approach could better enhance students’ problem-solving tendencies than the C-PBL approach.

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“…Yet, the challenge is that, despite the conceptualization of regulated learning, we still lack efficient methods and techniques to recognize events of the self-regulation or socially shared regulation of learning. So far, the methods that have been able to reach the regulation of learning in CSCL have mainly focused on analyzing video data or written text, which is labour intensive to analyze (see Wang & Hong, 2018), and this was also the case in this study. Due to the small size and qualitative nature of these findings, it is not possible to generalize them.…”

Section: Conclusion and Practical Implicationsmentioning

confidence: 99%

Are we together or not? The temporal interplay of monitoring, physiological arousal and physiological synchrony during a collaborative exam

Malmberg

Haataja

Seppänen

et al. 2019

Intern. J. Comput.-Support. Collab. Learn

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The coordination of cognitive and non-cognitive interactive processes contributes to successful collaboration in groups, but it is hard to evidence in computer-supported collaborative learning (CSCL). Monitoring is a metacognitive process that can be an indicator of a student's ability to recognize success or failure in collaboration. This study focuses on how monitoring occurs in CSCL during a collaborative exam situation by examining how individual student contributions to monitoring processes are related to physiological synchrony and physiological arousal in groups. The participants were organized in four groups of three members each, and they wore sensors that measured their physiological activity. The data consist of video recordings from collaborative exam sessions lasting 90 minutes and physiological data captured from each student with Empatica 4.0 sensors. The video data were analyzed using qualitative content analysis to identify monitoring events. Students' physiological arousal was determined through peak detection, and physiological concordance was used as an index for the students' physiological synchrony. The individual and group level analysis investigated arousal and physiological synchrony in concordance with monitoring during the collaborative exam. The results showed that, in each group, each student contributed to joint monitoring. In addition, the monitoring activities exhibited a significant correlation with the arousal, indicating that monitoring events are reflected in physiological arousal. Physiological synchrony occurred within two groups, which experienced difficulties during the collaborative exam, whereas the two groups who had no physiological synchrony did not experience difficulties. It is concluded that physiological synchrony may be a new indicator for recognizing meaningful events in CSCL

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The roles of collective task value and collaborative behaviors in collaborative performance through collaborative creation in CSCL

Cited by 22 publications

References 44 publications

Three Contrasting Pairs’ Collaborative Programming Processes in China’s Secondary Education

Three Contrasting Pairs’ Collaborative Programming Processes in China’s Secondary Education

Effects of Interaction between Peer Assessment and Problem-Solving Tendencies on Students’ Learning Achievements and Collaboration in Mobile Technology-Supported Project-Based Learning

Are we together or not? The temporal interplay of monitoring, physiological arousal and physiological synchrony during a collaborative exam

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