Using a Collaborative Database to Enhance Students’ Knowledge Construction

Rosen, Yigal; Rimor, Rikki

doi:10.28945/72

Cited by 30 publications

(19 citation statements)

References 26 publications

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“…The work was carried out online in a collaborative "Google Docs" database (Google Spreadsheets). The construction of a Google database enables cognitive activities of organizing, classifying, and representing data in a collaborative environment (Rosen & Rimor, 2009). The learning activities were conducted in teams of 3-4 students (free choice), over the course of six weeks.…”

Section: Methodsmentioning

confidence: 99%

Complexity of Social Interactions in Collaborative Learning: The Case of Online Database Environment

Rimor¹,

Rosen²,

Naser³

2010

IJELL

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This study examines and classifies patterns of interaction in a collaborative database learning environment (Google Docs) by analyzing interactions between 44 graduate students in an Open University course. The patterns of interaction were examined according to a model that tested the degree of collaboration in an online learning environment (Weinberg & Fischer, 2006). The purpose of the study was to examine how the participants reach consensus in the process of database construction. Advanced computer technologies constitute a useful communicative environment for collaborative learning and provide platforms that support interactive learning characterized by collaboration. They facilitate mutual supervision of content studied, development of real-time learning strategies, debate, and cultivation of thinking skills. This gives rise to the following questions: How are the various parameters of interaction expressed in an online database learning environment? What patterns of group interaction develop and how do they do so in this collaborative online environment? The findings of the study present a number of different patterns that develop in this kind of environment and show that the patterns of interaction that emerged did in fact reveal different levels of complexity. It seems that the collaborative environment of the online database contributes to the development of complex patterns of interaction while performing tasks.

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Section: Methodsmentioning

confidence: 99%

Complexity of Social Interactions in Collaborative Learning: The Case of Online Database Environment

Rimor¹,

Rosen²,

Naser³

2010

IJELL

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“…This way each individual student will be situated fairly similarly to be able to show his or her proficiency in CPS. Educators are urged to carefully consider group composition when creating collaborative groups or teams (Fall et al 1997;Rosen and Rimor 2009;Webb 1995;Wildman et al 2012). Additionally, students should act in different roles (e.g., team leader) and be able to work collaboratively in various types of environments.…”

Section: Assessing Collaborative Problem Solving Skillsmentioning

confidence: 99%

Computer-based Assessment of Collaborative Problem Solving: Exploring the Feasibility of Human-to-Agent Approach

Rosen

2015

Int J Artif Intell Educ

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How can activities in which collaborative skills of an individual are measured be standardized? In order to understand how students perform on collaborative problem solving (CPS) computer-based assessment, it is necessary to examine empirically the multi-faceted performance that may be distributed across collaboration methods. Theaim of this study was to explore possible differences in student performance in humanto-agent (H-A), compared to human-to-human (H-H) CPS assessment tasks. One hundred seventy nine 14 years-old students from the United States, Singapore and Israel participated in the study. Students in both H-H and H-A modes were able to collaborate and communicate by using identical methods and resources. However, while in the H-A mode, students collaborated with a simulated computerdriven partner, and in the H-H mode students collaborated with another student to solve a problem. Overall, the findings showed that CPS with a computer agent involved significantly higher levels of shared understanding, progress monitoring, and feedback. However, no significant difference was found in a student's ability to solve the problem or in student motivation with a computer agent or a human partner. One major implication of CPS score difference in collaboration measures between the two modes is that in H-A mode one can program a wider range of interaction possibilities than would be available with a human partner. Thus, H-A approach offers more opportunities for students to demonstrate their CPS skills. This study is among the first of its kind to investigate systematically the effect of collaborative problem solving in standardized assessment settings.

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“…For instance, studies have shown that online learning communities increased student participation and provided a space where users felt less intimidated and pressured [42]. Online learning communities also offer users the ability to collaborate with a large number of people that might be typically inaccessible offline [35]. Large online community size has been shown to have a positive association with user self-efficacy and motivation to contribute [23].…”

Section: Self-efficacy Development In Online Communitiesmentioning

confidence: 99%