An analysis of collaborative problem‐solving activities mediated by individual‐based and collaborative computer simulations

Abstract

Researchers have indicated that the collaborative problem-solving space afforded by the collaborative systems significantly impact the problem-solving process. However, recent investigations into collaborative simulations, which allow a group of students to jointly manipulate a problem in a shared problem space, have yielded divergent results regarding their effects on collaborative learning. Hence, this study analysed how students solved a physics problem using individual-based and collaborative simulations to understand their effects on science learning. Multiple data sources including group discourse, problem-solving activities, learning test scores, and questionnaire feedback were analysed. Lag sequential analysis on the data found that students using the two simulations collaborated with peers to solve the problem in significantly different patterns. The students using the collaborative simulations demonstrated active engagement in the collaborative activity; however, they did not transform discussions into workable problem-solving activities. The students using the individual-based simulation showed a lower level of collaboration engagement, starting with individual exploration of the problem with the simulation, followed by group reflection. The two groups also showed significant differences in their learning test scores. The findings and pedagogical suggestions are discussed in the hope of addressing critical activity design issues in using computer simulations for facilitating collaborative learning.

Procedural E-Scaffolding in Improving Students’ Physics Problem Solving Skills

“…Researcher's expectation, peer scaffolding was cooperative activity where students who had excess ability to provide assistance to friends who have less ability because they have more learning experience than their friends who have less ability (Cahill et al, 2018). However, the fact was that students collaborated and covered up each other's deficiencies where they shared their tasks and shared their thoughts and together construct their knowledge to solve problems, this was similar to what was stated by Chang et al (2017); Shin et al, (2017); and Belland (2010) in his research that students could construct their knowledge through collaborative activities. In addition, collaborative activities can provide cognitive benefits (Weaver et al, 2018).…”

Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning

“…in hand (eg, free mean path, the displacement; physics skills); (ii) understand and overcome the statistical nature of the phenomenon (eg, calculating the average of several values of the displacement; mathematics and physics skills); and (iii) find out how to use the script to overcome the randomness of the phenomenon (eg, adding a loop structure to the script that automatically calculate the average of several values of the displacement; computer science skills). As similar challenges have also been reported in collaborative uses of computer simulations (Chang et al, 2017), it is vital to find ways to engage all students in the productive use of technological resources, regardless of the type of tool (Jeong & Hmelo-Silver, 2010). Third, we addressed the question 'What do visualisations reveal about individual students' participation in technology-enhanced CIBL processes?'…”

Analysis of knowledge construction during group space activities in a flipped learning course

“…Such collaboration may have resulted from the flipped learning paradigm which includes an individual and group learning space – for the integration of individual and collaborative learning is know to improve problem solving and group learning in CSCL environments (Hermann et al, ). Also, frequent transition to and from individual learning can improve collaborative learning (Chang et al, ). Unfortunately, the data were not comprehensive enough to conclude whether the collaboration analysed in the group space resulted from activity in the individual space, from the design of the collaborative activity, from the use of active learning strategies in the group space, or from a combination of factors.…”

“…Significant sequences can be used to create transition state diagrams to demonstrate strategies used by students to construct knowledge. Similar techniques have been used in online (Shukor, Tasir, Van der Meijden, & Harun, ), mobile (Lan, Tsai, Yang, & Hung, ), augmented reality (Lin, Duh, Li, Wang, & Tsai, ), and collaborative problem‐solving environments (Chang et al, ).…”