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The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration
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| Pengarang | : | Dam?a, C.I. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 3) |
| Halaman | : | 247-281 |
| Abstrak | : | This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting-up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point towards the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere course-takers, but also producers of knowledge. |
Preventing undesirable effects of mutual trust and the development of skepticism in virtual groups by applying the knowledge and information awareness approach
| Pengarang | : | Engelmann, T., Kolodziej, R. & Hesse, F.W. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 2) |
| Halaman | : | 211-235 |
| Abstrak | : | Empirical studies have proven the effectiveness of the knowledge and information awareness approach of Engelmann and colleagues for improving collaboration and collaborative problem-solving performance of spatially distributed group members. This approach informs group members about both their collaborators’ knowledge structures and their collaborators’ information. In the current study, we investigated whether this implicit approach reduces undesirable effects of mutual trust and mutual skepticism. Trust is an important influencing factor with regard to behavior and performance of groups. High mutual trust can have a negative impact on group effectiveness because it reduces mutual control and, as a result, the detection of the others’ mistakes. In an empirical study, 20 triads collaborating with the knowledge and information awareness approach were compared with 20 triads collaborating without this approach. The members of a triad were spatially distributed and participated in a computer-supported collaboration. The results demonstrated that the availability of the knowledge and information awareness approach overrides the negative impact of too much mutual trust and counteracts the development of mutual skepticism. This study contributes to further clarifying the impact of trust on effectiveness and efficiency of virtual groups depending upon different situational contexts. |
Attending to others posts in asynchronous discussions: Learners online listeningand its relationship to speaking
| Pengarang | : | Wise, A.F., Hausknecht, S.N. & Zhao, Y. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 2) |
| Halaman | : | 185-209 |
| Abstrak | : | Theoretical models of collaborative learning through online discussions presuppose that students generally attend to others’ posts. However, a succession of studies over the last decade has shown this assumption to be unwarranted. Instead, research indicates that learners attend to others’ posts in diverse and particular ways—an activity we have conceptualized as online “listening.” In this study, we take an important step forward in developing a robust theory of online listening by examining the relationship between how learners “listen” (access existing posts) and “speak” (contribute posts) in online discussions. Ten variables indexing four dimensions of students’ listening (breadth, depth, temporal contiguity and revisitation) and five variables indexing three dimensions of students’ speaking (discursiveness, depth of content and reflectivity) were calculated for 31 students participating in 6 week-long online discussions as part of an undergraduate educational psychology course. Multi-level mixed-model linear regressions indicated that responsiveness of students’ posts was positively predicted by how often they revisited previously read peer posts, and negatively related to a greater number of posts in the discussion overall. The depth of posts’ contents was predicted by the percentage of posts viewed that students actually read (as opposed to scanned). An exploratory follow-up analysis indicated that these listening-speaking relationships manifest differently over time for distinct subsets of learners (e.g., a decrease in variable pairs versus corresponding fluctuations around stable levels). Put together, results suggest that when students take the time to read and re-read their peers’ posts there are related benefits in the quality of the posts they contribute. |
Disengaged students and dialogic learning: the role of CSCL affordances
| Pengarang | : | Slakmon, B., Schwarz, B.B. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 2) |
| Halaman | : | 157-183 |
| Abstrak | : | Only a few studies have dealt with the challenge of bridging the linguistic gap between the dialogic realm and the talk of disengaged students. Bridging this gap is particularly relevant to the CSCL community since one of its utmost aims is to promote the dialogic. This study aims to articulate how to harness the CSCL design and affordances to enhance dialogic pedagogy with disengaged students. Using temporal analysis of philosophical discussions for children, we focus on three disengaged 8th grade students participating in successive discussions mediated by a CSCL tool (Argunaut), and follow the way they talk with their peers in the classroom. The study shows the gradual emergence of the dialogic among those students. We describe the transition of their talk moves, from initially reproducing the way they talk to adopting dialogical norms. To explain this we conceptualize the notion of carriers of discursive norms and discuss its transformative role in dialogue. The dialogic transition was made possible by the pedagogical design and the design of the CSCL tools. These affordances allowed the students change the meaning of the conversational building blocks of space, silence, addressee, and the ethics of talk. |
The Mediation of Multimodal Affprdance on Willingness to Communicate in the English as a Foreign Language Classroom
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 302-331 |
| Abstrak | : | Willingness to communicate (WTC) in a second language class has been shown to be transient and situation-dependent. Previous studies mostly elicited data from learners' self-reports through interviews or diaries, and the data analyses were largely confined to the medium of language, marginalizing other semiotic resources such as gesture or movement The nature of human communication, however, is multimodal, which entails the processing of different semiotic resources. Drawing on a systemic functional multimodal discourse analysis approach, this study investigates the dynamics of WTC in the English as a foreign language classroom in China. The researchers collected data through videotaping English lessons, stimulated recall interviews, and learning journals. Their analyses involved two teaching scenarios videotaped in one class period, which were rated respectively with high WTC and low WTC by four participating students in stimulated recall interviews. These scenarios were transcribed and annotated using Multimodal Analysis Video software to identify the use of semiotic resources, including language, gesture, and gaze. The discourse semantic features of the two scenarios were analyzed and compared, and subtle differences were presented and discussed. This study's findings highlight the need for language teachers to recognize and orchestrate multimodal semiotic resources to enhance students' WTC and classroom participation. |
PolyCAFe automatic support for the polyphonic analysis of CSCL chats
| Pengarang | : | Trausan-Matu, S., Dascalu, M. & Rebedea, T. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 2) |
| Halaman | : | 127-156 |
| Abstrak | : | Chat conversations and other types of online communication environments are widely used within CSCL educational scenarios. However, there is a lack of theoretical and methodological background for the analysis of collaboration. Manual assessing of non-moderated chat discussions is difficult and time-consuming, having as a consequence that learning scenarios have not been widely adopted, neither in formal education nor in informal learning contexts. An analysis method of collaboration and individual participation is needed. Moreover, computer-support tools for the analysis and assessment of these conversations are required. In this paper, we start from the “polyphonic framework” as a theoretical foundation suitable for the analysis of textual and even gestural interactions within collaborative groups. This framework exploits the notions of dialogism, inter-animation and polyphony for assessing interactions between participants. The basics of the polyphonic framework are discussed and a systematic presentation of the polyphonic analysis method is included. Then, we present the PolyCAFe system, which provides tools that support the polyphonic analysis of chat conversations and online discussion forums of small groups of learners. Natural Language Processing (NLP) is used in order to identify topics, semantic similarities and links between utterances. The detected links are then used to build a graph of utterances, which forms the central element for the polyphonic analysis and for providing automatic feedback and support to both tutors and learners. Social Network Analysis is used for computing quantitative measures for the interactions between participants. Two evaluation experiments have been undertaken with PolyCAFe. Learners find the system useful and efficient. In addition to these advantages, tutors reflecting on the conversation can provide quicker manual feedback. |
The Linguistic Development of Students of English as a Second Language in Two Written Genres
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 275-301 |
| Abstrak | : | This study examined narrative and argumentative essays written over the course of a 4-month semester by 37 students of English as a second language (ESL). The essays were analyzed for development over time and for genre differences. The goal of the study was to conceptually replicate previous studies on genre differences (e.g., Lu, 2011) and on short-term linguistic development in the areas of syntactic complexity, accuracy, lexical complexity, and fluency (e.g., ConnorLinton & Polio, 2014). In addition, the authors wanted to investigate whether native speakers exhibited similar genre differences in order to determine if the ESL students' genre variations were developmental or related to functional differences between the genres. The results indicate strong genre differences in the area of linguistic complexity. There were limited changes over time on most measures and a notable lack of development in the area of accuracy. Parallel data from native speakers show genre variation on some but not as many of the measures. Although this study was motivated by research design concerns, it also has implications for theory (e.g., the source of genre differences) and pedagogy. |
Mainstream Teacher Candidates Perspectives on ESL Writing: The Effect of Writer Identity and Rater Background
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 249-274 |
| Abstrak | : | This study explored the extent to which the ethnic identity of a writer and the background (gender and area of teaching) of a rater can influence mainstream teacher candidates' evaluation of English as a second language (ESL.) writing, using a matched-guise method, A one-page essay was elicited from an ESI learner enrolled in an intensive English program and was manipulated to incorporate error patterns often observed among Chinese- and Spanish-speaking learners. Teacher candidates were led to believe it was produced by an ESL learner whose first language was either Chinese or Spanish. One-hundred-sixty-three undergraduate students enrolled in a teacher education program at a U.S. university were asked to score the ESL essay holistically, provide qualitative comments, identify the three most troublesome errors in order of seriousness, and offer advice on how to improve ESL writing. No significant effects of writer identity on the holistic scoring were detected, but the teacher candidates revealed different categories of rater responses depending on the writer's identity. Conversely, although the raters' backgrounds (gender and area of teaching) had significant effects on global scoring, they did not have any significant impact on the qualitative nature of rater responses. |
Dialogic foundations of CSCL
| Pengarang | : | Stahl, G., Cress, U., Ludvigsen, S. et al. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 2) |
| Halaman | : | 117-125 |
| Abstrak | : | Abstrak tidak tersedia. |
Explaining authors contribution to pivotal artifacts during mass collaboration in the Wikipedias knowledge base
| Pengarang | : | Halatchliyski, I., Moskaliuk, J., Kimmerle, J. et al. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 1) |
| Halaman | : | 97-115 |
| Abstrak | : | This article discusses the relevance of large-scale mass collaboration for computer-supported collaborative learning (CSCL) research, adhering to a theoretical perspective that views collective knowledge both as substance and as participatory activity. In an empirical study using the German Wikipedia as a data source, we explored collective knowledge as manifested in the structure of artifacts that were created through the collaborative activity of authors with different levels of contribution experience. Wikipedia’s interconnected articles were considered at the macro level as a network and analyzed using a network analysis approach. The focus of this investigation was the relation between the authors’ experience and their contribution to two types of articles: central pivotal articles within the artifact network of a single knowledge domain and boundary-crossing pivotal articles within the artifact network of two adjacent knowledge domains. Both types of pivotal articles were identified by measuring the network position of artifacts based on network analysis indices of topological centrality. The results showed that authors with specialized contribution experience in one domain predominantly contributed to central pivotal articles within that domain. Authors with generalized contribution experience in two domains predominantly contributed to boundary-crossing pivotal articles between the knowledge domains. Moreover, article experience (i.e., the number of articles in both domains an author had contributed to) was positively related to the contribution to both types of pivotal articles, regardless of whether an author had specialized or generalized domain experience. We discuss the implications of our findings for future studies in the field of CSCL. |