Assessment of Collaborative Problem Solving in Education Environments

Care, Esther; Scoular, Claire; Griffin, Patrick

doi:10.1080/08957347.2016.1209204

Cited by 154 publications

(109 citation statements)

References 30 publications

Supporting

Mentioning

102

Contrasting

Unclassified

Order By: Relevance

“…Participation is obviously a minimum requirement for collaborative interaction. It signifies a willingness and readiness of participants to externalize and share information and thoughts (Care et al, 2016;Hesse et al, 2015). Previous research has confirmed that participation, measured as interaction with peers and teachers, has a beneficial influence on perceived and actual learning, retention rates, learner satisfaction, social capital, and reflection (Hew, Cheung, & Ng, 2010;see Hrastinski, 2008 for a review).…”

Section: Group Communication Analysis (Gca)mentioning

confidence: 99%

Group communication analysis: A computational linguistics approach for detecting sociocognitive roles in multiparty interactions

2018

View full text Add to dashboard Cite

Roles are one of the most important concepts in understanding human sociocognitive behavior. During group interactions, members take on different roles within the discussion. Roles have distinct patterns of behavioral engagement (i.e., active or passive, leading or following), contribution characteristics (i.e., providing new information or echoing given material), and social orientation (i.e., individual or group). Different combinations of roles can produce characteristically different group outcomes, and thus can be either less or more productive with regard to collective goals. In online collaborative-learning environments, this can lead to better or worse learning outcomes for the individual participants. In this study, we propose and validate a novel approach for detecting emergent roles from participants' contributions and patterns of interaction. Specifically, we developed a group communication analysis (GCA) by combining automated computational linguistic techniques with analyses of the sequential interactions of online group communication. GCA was applied to three large collaborative interaction datasets (participant N = 2,429, group N = 3,598). Cluster analyses and linear mixed-effects modeling were used to assess the validity of the GCA approach and the influence of learner roles on student and group performance. The results indicated that participants' patterns of linguistic coordination and cohesion are representative of the roles that individuals play in collaborative discussions. More broadly, GCA provides a framework for researchers to explore the micro intra- and interpersonal patterns associated with participants' roles and the sociocognitive processes related to successful collaboration.

show abstract

Section: Group Communication Analysis (Gca)mentioning

confidence: 99%

Group communication analysis: A computational linguistics approach for detecting sociocognitive roles in multiparty interactions

2018

View full text Add to dashboard Cite

show abstract

“…Researchers have pointed to the complex nature of the ColPS construct and encouraged the design of effective assessment approaches (Care et al, 2016;Rosen, & Foltz, 2014;Rosen, & Tager, 2013). Accordingly, the present study presented and explored a novel ColPS task.…”

Section: Resultsmentioning

confidence: 96%

“…We hypothesize that more cognitive challenging tasks or ill-structured problems (Lai, 2011) may surface other aspects of the social or cognitive processes described in the framework. The issue related to the operationalisation of the ColPS framework has been stressed by several researchers who emphasize that the inherent structure of the ColPS construct has yet not been fully understood (Care et al, 2016).…”

Section: Operationalisation Of the Colps Frameworkmentioning

confidence: 99%

“…Researchers have argued that the ColPS construct is multifaceted and consist of two broader skillsets: social and cognitive skills (Care, Scoular, & Griffin, 2016). Even though there is an emergence of interest in assessing these approaches simultaneously, the capacity to capture the cognitive skillset has been more successful compared to the social skillset (Care et Social skills relate to the "collaborative" part of ColPS, while cognitive skills relate to the "problem solving" part.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols

Siddiq

Scherer

2017

Computers in Human Behavior

View full text Add to dashboard Cite

Collaborative problem solving (ColPS) skills are considered crucial to succeed in work, education, and life in a knowledge-rich society. Despite this relevance and the ample need for valid and reliable assessments to measure ColPS, research on the assessment of ColPS is at its initial stage. The present study attempts to fill this gap by developing and evaluating a novel ColPS task with the help of think-aloud protocols. The task was developed on the basis of a ColPS framework, and principles emphasized in the research literature on students' interaction, collaboration, and problem solving were implemented. A real-world problem mimicking a common teaching and learning situation formed the context of this task. The empirical evidence obtained from the think-aloud protocols of twelve Norwegian students displayed the strengths and weaknesses of the task, and strengthened the feasibility to assess ColPS. Implications for the future design of ColPS tasks are discussed.Keywords: Assessment and teaching of 21 st century skills (ATC21S); Collaborative problem solving; Computer-based assessment; Educational technology; Think-aloud protocol al., 2016). Yet, the challenge lies in "how to capture more of this (social skills) in an automated way that lends itself to coding and scoring" (Care et al., 2016, p. 24).Against this background, the present study aims to provide insights into students' interactions, communication, collaboration, and problem solving skills in a digital environment at lower-secondary level. The overarching aim is to investigate to what extent a newly developed ColPS task facilitates and captures students' abilities to interact with each other and solve a problem within an assessment; moreover, we describe these processes on the basis of an underlying framework. We examine video data of twelve think-aloud protocols (TAP), while students were taking a performance-based test. Theoretical Framework Twenty-First Century SkillsThe ubiquitous increase of ICT has affected the pace at which individuals communicate, exchange information, and collaborate across social digital networks. This change requires, to a great extent, competences in processing various forms of information, interacting with others, and solving problems which may be distributed across several contexts (e.g., school, workplace, home and social networks). These competences have been labeled as "21 st century skills" and comprise

show abstract

“…Social skills on twenty-first century require a series of aspects as Hesse, Care, Buder, Sassenberg, and Griffin (2015) claim (as cited in Ref. [8]). Concretely, the task is seen like a process in which action, interaction, and task completion are involved.…”

Section: Empathy and Coexistencementioning

confidence: 99%

Space Travels and Empathy: A New Area of Educational Intervention

Ramón¹

2017

Empathy - An Evidence-Based Interdisciplinary Perspective

View full text Add to dashboard Cite

Empathy is a relevant factor which the astronauts must own to face with long missions. In fact, the absence of this can be a cause of a fail mission. Due to the fact space projects involve a great invest, the way of developing empathy on crew and the teaching of strategies is a priority. For all this, the main goal of this paper was to analyze the current situation of the research on empathy concerning space travels. The specific objectives were (a) to find out how this issue and other psychological variables were related to astronauts and space travels and (b) to propose aspects for the design of an educational program to encourage people to solve social problems and develop social skills. For that, a review was made by using diferent databases and diferent resources by studying several variables related to empathy and long-duration space missions. Findings show that the psychological variables will be specially relevant in future missions and space colonization, as for instance, on Mars or the Moon. Conclusions can be useful to design educational programs to train crew members and control mission personnel on empathy and problem solving.

show abstract

Assessment of Collaborative Problem Solving in Education Environments

Cited by 154 publications

References 30 publications

Group communication analysis: A computational linguistics approach for detecting sociocognitive roles in multiparty interactions

Group communication analysis: A computational linguistics approach for detecting sociocognitive roles in multiparty interactions

Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols

Space Travels and Empathy: A New Area of Educational Intervention

Contact Info

Product

Resources

About