Video Data Collection and Video Analyses in CSCL Research

Zahn, Carmen; Ruf, Alessia; Goldman, Ricki

doi:10.1007/978-3-030-65291-3_35

Cited by 5 publications

(1 citation statement)

References 33 publications

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“…Observational approaches provide a window into organic behaviors and actions between and among individuals within naturalistic environments and social contexts, which stands in contrast to structured or artificial settings such as a laboratory (Gardner, 2000). More specifically, we utilized video recordings as an observational method, as this approach afforded the research team the ability to capture and examine a sequential and fine‐grained record of interactions (Caldwell & Atwal, 2005; Cowan, 2014; Zahn et al, 2021). Prior research has shown that the presence of researchers and/or video cameras does not necessarily influence the nature of interactions (Gardner, 2000; Zeedyk et al, 2005).…”

Section: Methodsmentioning

confidence: 99%

Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

Simpson,

Knox,

Yang

2023

J of Engineering Edu

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BackgroundResearch points to family talk and interactions involving STEM concepts as one of the most influential informal learning experiences that shape an individual's STEM identity development and encourage their pursuit of a STEM career. However, a recent literature review uncovers limited research regarding the development of engineering identity in young children.PurposeThe purpose of this study was to add to this scant literature by exploring how children position themselves as engineers and how children are positioned as engineers through interactions with parents and other adults within a program focused on family engagement within an engineering design process.MethodsThis study includes two parent–child dyads. We collected and analyzed approximately 19.5 h of video data of the two child–parent dyads interacting with one another throughout an engineering design process as part of an out‐of‐school program.ResultsResults highlight three ways in which the two children enacted various engineering identities through their positioning, negotiation, and acceptance and/or rejection of positionalities as they engaged in an engineering design process with a parent. These identity enactments included (a) possessing knowledge and authority to make decisions regarding the development of their self‐identified engineering problem and prototype; (b) questioning and challenging adult ideas, solutions, and construction of prototypes; and (c) documenting and communicating their thinking regarding the engineering design through sketches and notes.ConclusionsThe significance of this study lies in its potential to change the landscape of those who pursue an engineering career and to contribute to the limited research and ongoing conversations about how to foster environments that support families in creative and collaborative learning specific to the engineering discipline.

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Section: Methodsmentioning

confidence: 99%

Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

Simpson,

Knox,

Yang

2023

J of Engineering Edu

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Dialogues across time and space in a video-based collaborative learning environment

Beal,

Steier

2024

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

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In this study, we investigate how pre-service teachers’ group dialogues emerged and intersected across time and space as students collaboratively constructed a video-based mind map to prepare for oral exams in a pedagogy course. The study was conducted as part of a design-based research project investigating the ways that video-based mind maps can support learning as both a collaborative activity and a classroom resource. We applied interaction analysis methods to recordings taken during the production of the mind map as well as the videos made by students within the mind map itself to analyze synchronous and asynchronous dialogues among group members as they viewed, recorded, and uploaded videos. The findings offer an in-depth understanding of how collaboration occurs in different space-time configurations within and across groups as mediated by video resources. We discuss how these findings contribute to computer-supported collaborative learning (CSCL) research on the ways collaboration can emerge across different levels of activity as well as the pedagogical implications for introducing video-based dialogues into the classroom.

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Zooming in: The role of nonverbal behavior in sensing the quality of collaborative group engagement

Paneth,

Jeitziner,

Rack

et al. 2024

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

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Successful computer-supported collaborative learning (CSCL) relies on collaborative group engagement, a complex construct characterized by multifaceted, dynamic, socio-emotional, and socio-cognitive processes. This paper provides a detailed analysis of collaborative group engagement, with a particular focus on nonverbal behaviors as indicators of high versus low group engagement. Using video observations and a multi-method approach, we examine in detail the relationships between different dimensions of group engagement (i.e., behavioral, social, cognitive, and conceptual-to-consequential engagement) and nonverbal behaviors. Using qualitative case analysis, we also provide a rich examination of selected cases to identify the role that nonverbal behaviors play in high-engagement sequences compared with low-engagement sequences. Our findings shed light on specific nonverbal behaviors, including nodding, laughing, and eye contact, as significant indicators of high versus low collaborative group engagement. Notably, more of these nonverbal behaviors are evident in high-engagement sequences, suggesting mutual reinforcement on each dimension of engagement—with the exception of behavioral engagement, where increased laughing or smiling is evident in low-engagement sequences, but still serves a productive group process. The paper concludes with a discussion and implications of the findings. By demonstrating the role of nonverbal behaviors as important indicators, this work contributes to the understanding of the complex, dynamic, and contextualized nature of collaborative group engagement in CSCL settings.

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Video Data Collection and Video Analyses in CSCL Research

Cited by 5 publications

References 33 publications

Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

Dialogues across time and space in a video-based collaborative learning environment

Zooming in: The role of nonverbal behavior in sensing the quality of collaborative group engagement

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