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Collaborative problem-solving (CPS) has become an essential component of today’s knowledge-based, innovation- centred economy and society. As such, communication and CPS are now considered critical 21st century skills and incorporated into educational practice, policy, and research. Despite general agreement that these are important skills, there is less agreement on how to capture sociocognitive processes automatically during team interactions to gain a better understanding of their relationship with CPS outcomes. The availability of naturally occurring educational discourse data within online CPS platforms presents a golden opportunity to advance understanding about online learner sociocognitive roles and ecologies. In this paper, we explore the relationship between emergent sociocognitive roles, collaborative problem-solving skills, and outcomes. Group Communication Analysis (GCA) — a computational linguistic framework for analyzing the sequential interactions of online team communication — was applied to a large CPS dataset in the domain of science (participant N = 967; team N = 480). The ETS Collaborative Science Assessment Prototype (ECSAP) was used to measure learners’ CPS skills, and CPS outcomes. Cluster analyses and linear mixed-effects modelling were used to detect learner roles, and assess the relationship between those roles on CPS skills and outcomes. Implications for future research and practice are discussed regarding sociocognitive roles and collaborative problem-solving skills.

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Collaborative problem-solving (CPS) is one of the most essential 21st century skills for success across educational and professional settings. The hidden-profile paradigm is one of the most prominent avenues of studying group decision making and underlying issues in information sharing. Previous research on the hidden-profile paradigm has primarily focused on static constructs (e.g., group size, group expertise), or on the information itself (whether certain pieces of information is being shared). In the current study, we propose a lens on individual and group's collaborative problem-solving skills, to explore the relationships between dynamic discourse processes and decision making in a distributed information environment. Specifically, we sought to examine CPS skills in association with decision change and productive decision-making. Our results suggest that while sharing information has significantly positive association with decision change and effective decision-making, other aspects of social processes appear to be negatively correlated with these outcomes. Cognitive CPS skills, however, exhibit a strong positive relationship with making a (productive) change in students final decisions. We also find that these results are more pronounced at the group level, particularly with cognitive CPS skills. Our study shed lights on a more nuanced picture of how social and cognitive CPS interactions are related to effective information sharing and decision making in collaborative problem-solving interactions. CCS CONCEPTS• Human-centered computing → Computer supported cooperative work.