A framework for eclectic analysis of collaborative interaction

Suthers, Daniel D.; Dwyer, Nathan; Medina, Richard; Vatrapu, Ravi

doi:10.3115/1599600.1599728

Cited by 21 publications

(17 citation statements)

References 29 publications

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“…For instance, Kapur et al (2005) made use of statistical analysis methods that take time into account, and Schümmer et al (2005) employ a similarity based metric to identify the similarity of change processes in log files. Muukkonen et al (2007) use time series analysis, and Suthers et al (2007) Mochizuki et al (2007), that CSCL researchers who employ mobile devices also use these devices to systematically gather data over time with more regular measurement intervals than is the case in studies with stationary technology such as PCs. The goal of this paper is, in particular, to identify methods appropriate for the analysis of long-time changes (on a scale of days, weeks, months).…”

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confidence: 98%

Time is precious: Variable- and event-centred approaches to process analysis in CSCL research

Reimann

2009

Computer Supported Learning

221

174

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Although temporality is a key characteristic of the core concepts of CSCLinteraction, communication, learning, knowledge building, technology use-and although CSCL researchers have privileged access to process data, the theoretical constructs and methods employed in research practice frequently neglect to make full use of information relating to time and order. This is particularly problematic when collaboration and learning processes are studied in groups that work together over weeks, and months, as is often the case. The quantitative method dominant in the social and learning sciences-variablecentred variance theory-is of limited value for studying change on longer time scales. We introduce the event-centred view of process as a more generally applicable approach, not only for quantitative analysis, but also for providing closer links between qualitative and quantitative research methods. A number of methods for variable-and event-centred analysis of process data are described and compared, using examples from CSCL research. I conclude with suggestions on how experimental, descriptive, and design-oriented research orientations can become better integrated.Keywords Process analysis . Qualitative methods . Quantitative methods . Research methods Time (and order) mattersCSCL is concerned with technology-mediated learning as it takes place in groups. Independently of the context of the learning-on the level of the individual, the group, the situation, or in the interaction of these-the main object of analysis in CSCL is a process, something that unfolds over time. As Koschmann (2001) suggested, it might be a defining element of CSCL that it is about "...studying learning in settings in which learning is observably and accountably embedded in collaborative activity" and that learning within

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confidence: 98%

Time is precious: Variable- and event-centred approaches to process analysis in CSCL research

Reimann

2009

Computer Supported Learning

221

174

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“…challenges facing educational research-and temporal methods that expand the methodological toolkit are needed (Akhras and Self 2000;McGrath and Tschan 2004;Suthers et al 2007). …”

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confidence: 99%

“…In a seminal paper on temporality published in ijCSCL, Reimann (2009) argued that, "Temporality does not only come into play in quantitative terms (e.g., durations, rates of change), but order matters: Because human learning is inherently cumulative, the sequence in which experiences are encountered affects how one learns and what one learns" (p. 1). Understanding how such processes evolve in time and how variation in this evolution explains learning outcomes ranks among the most important challenges facing educational research-and temporal methods that expand the methodological toolkit are needed (Akhras and Self 2000;McGrath and Tschan 2004;Suthers et al 2007). …”

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confidence: 99%

Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment

Kapur

2011

Computer Supported Learning

103

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This paper argues for a need to develop methods for examining temporal patterns in computer-supported collaborative learning (CSCL) groups. It advances one such quantitative method-Lag-sequential Analysis (LsA)-and instantiates it in a study of problem-solving interactions of collaborative groups in an online, synchronous environment. LsA revealed significant temporal patterns in CSCL group discussions that the commonly used "coding and counting" method could not reveal. More importantly, analysis demonstrated how variation in temporal patterns was significantly related to variation in group performance, thereby bolstering the case for developing and testing temporal methods and measures in CSCL research. Findings are discussed, including issues of reliability, validity, and limitations of the proposed method.Keywords Temporal methods . Lag-sequential analysis . Event-based process analysis . Temporality . Collaborative learningIntroduction I advance a quantitative method for characterizing and analyzing the temporal patterns in computer-supported, collaborative learning (CSCL) and problem solving. This paper comes in response to recent calls for a greater focus on temporality; underpinning this work is the belief that learning in general, and problem solving in particular, is a continuous, dynamic process that evolves over time. In a seminal paper on temporality published in ijCSCL, Reimann (2009) argued that, "Temporality does not only come into play in quantitative terms (e.g., durations, rates of change), but order matters: Because human learning is inherently cumulative, the sequence in which experiences are encountered affects how one learns and what one learns" (p. 1). Understanding how such processes evolve in time and how variation in this evolution explains learning outcomes ranks among the most important challenges facing educational research-and temporal methods that expand the methodological toolkit are needed (Akhras and Self 2000;McGrath and Tschan 2004;Suthers et al. 2007).It is not surprising therefore that there has been a push in CSCL research towards unpacking temporal patterns in group interactions and understanding how these patterns relate to group and individual performance and learning (Stahl 2005;Suthers 2006). Reimann (2009) argued "although CSCL researchers are privileged in the sense that they have direct access to processes as they unfold over time (via recordings), there is comparatively little research that makes use of the information contained in the order and duration of events" (p. 1). This presents a unique challenge to traditional analytical measures and methods for analyzing group processes because, for the most part, existing methods continue to take cumulative accounts of member interactions (e.g., categorization of interactional content, rating of discussion quality, member perceptions, and so on) and relate them to group performance. While these accounts are certainly useful, they fail to fully utilize the temporal information embedded in the data. A failure to utilize t...

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“…The result is a trace of contingencies at two granularities that enables us to recognize patterns in the data and better understand collaborative interaction and its accomplishment in shared environments Suthers et al, 2007). Traces can be represented as graphs or organized as a sequentially ordered set of events.…”

Section: Methodsmentioning

confidence: 99%

Representational Practices in VMT

Medina

Suthers

Vatrapu

2009

Studying Virtual Math Teams

Self Cite

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This chapter analyzes the interaction of three students working on mathematics problems over several days in a virtual math team. Our analysis traces out how successful collaboration in a later session was contingent upon the work of prior sessions, and shows how representational practices are important aspects of these participants' mathematical problem solving. We trace the formation, transformation and refinement of one problem-solving practice-problem decomposition-and three representational practices-inscribe first solve second, modulate perspective and visualize decomposition. The analysis is of theoretical interest because it suggests that "situated cognition" is contingent upon not only the immediate situation but also the chronologically prior resources and associated practices; shows how inscriptions become representations for the group through an interactive process of interpretation; and sheds light on "group cognition" as an interactional process that is not identical to individual cognition yet that draws upon a dynamic interplay of individual contributions.Prior work in our laboratory at the University of Hawai'i and elsewhere has examined the importance of representational resources to collaborative learning, including experimental studies testing hypotheses concerning how given notations or environments can influence learning processes (Suthers & Hundhausen, 2003;Suthers et al., 2008) and ideographic analyses of how participants make use of representational affordances (Dwyer & Suthers, 2006;. In order to broaden our understanding to a greater diversity of representations and situations, we have begun to analyze data from other sources. Sharing of data and analyses across laboratories is an important strategy for advancing our field, as exemplified by this volume. At Gerry Stahl's recommendation, we selected for examination Team B's work in the VMT Spring Fest 2006, previously analyzed in Stahl (2007b) (now expanded in Chapter 26). In this sequence of four hour-long sessions, students address a breakdown in their understanding of how they solved a problem, making indexical references to inscriptions in a whiteboard as problem representations. The first major concern of this paper is to understand the role of representations in these students' problem solving.There is a convincing body of work showing that learning, problem solving and other group accomplishments are contingent upon the situation (e.g., Garfinkel, Medina, R., Suthers, D. D., & Vatrapu, R. (2009) Goodwin, 2000;Greeno, 2006;Koschmann, Stahl, & Zemel, 2007;Lave & Wenger, 1991). The second major concern of this paper is the claim that this situated contingency is not restricted to the immediate situation or bounded at some temporal threshold, but reaches into the past at successively larger granularities. As Blumer tells us, "any instance of joint action, whether newly formed or long established, has necessarily arisen out of a background of previous actions of the participants" (Blumer, 1969, p. 20). In computer-supported co...

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A framework for eclectic analysis of collaborative interaction

Cited by 21 publications

References 29 publications

Time is precious: Variable- and event-centred approaches to process analysis in CSCL research

Time is precious: Variable- and event-centred approaches to process analysis in CSCL research

Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment

Representational Practices in VMT

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