Towards Careful Practices for Automated Linguistic Analysis of Group Learning

Abstract

ABSTRACT:The multifaceted nature of collaborative learning environments necessitates theory to investigate the cognitive, motivational, and relational dimensions of collaboration. Several existing frameworks include aspects related to each of these three. This article explores the capability of multi-dimensional frameworks for analysis of collaborative processes to isolate and assess these separate dimensions of collaboration. Much successful work has contributed towards computational modelling for automated collaborative process analysis in the past decade. In this paper, we explore the extent to which evidence points to an intertwining between dimensions, raising important caveats for careful consideration when making assessments based on the observation of codes as they are applied to collaborative discourse. We conclude with a research agenda for future investigation to address this limitation.

Exploring the Relationship between Emergent Sociocognitive Roles, Collaborative Problem- Solving Skills and Outcomes: A Group Communication Analysis

“…Collaboration and CPS have garnered significant research attention, with efforts directed towards understanding the processes involved in, and measurement of CPS skills and outcomes (von Davier et al, 2017). This has produced several empirical studies, and theoretical models outlining the individual behaviours and team mechanisms involved in effective collaborative problem-solving (Care et al, 2016;Dillenbourg & Fischer, 2007;Dillenbourg & Traum, 2006;Graesser et al, 2018aGraesser et al, , 2018cHesse, Care, Buder, Sassenberg, & Griffin, 2015;Howley & Rosé, 2016;Kirschner, Beers, Boshuizen, & Gijselaers, 2008;Malmberg, Järvelä, & Järvenoja, 2017;OECD, 2013;Roschelle & Teasley, 1995;Rosé et al, 2014;Siddiq & Scherer, 2017;Teasley et al, 2008;Teasley & Roschelle, 1993;von Davier & Halpin, 2013).…”

Learning analytics: A glance of evolution, status, and trends according to a proposed taxonomy

“…As regards collaborative learning, this paradigm is inspired in the Sociocultural Theory of Vygotsky, as well as the Bandura's Social Learning Theory, where cognition is "distributed across people and tools, situated in contexts, within small groups, involved in activities and across communities of practice" (Kelly, Thompson, & Yeoman, 2015). This paradigm is a multifaceted environment where cognitive, motivational, and relational dimensions converge (Howley & Penstein, 2016). In collaborative learning environments, students work together on assignments in virtual teams and depend on each other's contribution to achieve their learning objectives.…”

“…In the broad and growing fields of NLP and computational linguistics, discourse analytics emerges with the purpose of measuring learning-essential processes as revealed through discourse. Thus, in order to guide LA practices for application of discourse analytic, Howley and Penstein (2016) consider the Verbalization Theory to define the limits of what can be expected to be inferred from a protocol analysis and under what circumstances. As for forums, they represent an environment of interaction among course learners, where the analysis of information-giving and information-seeking relations are taken into account for modeling contributor roles.…”