Interaction Analysis as a Tool for Supporting Collaboration: An Overview

Kahrimanis, Georgios; Avouris, Nikolaos; Komis, Vassilis

doi:10.1007/978-3-642-19814-4_5

Cited by 9 publications

(4 citation statements)

References 43 publications

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“…Firstly, the simplex cross-sectional design being applied in this study may result in a common method bias ( Teo and Noyes, 2014 ). For instance, although previous research demonstrated that educational situation perception contributed to various positive achievement-relevant outcomes for students, such as higher academic performance, sense of learning achievement, stronger intrinsic motivation, and self-efficacy ( Jelfs and Whitelock, 2000 ; Kahrimanis et al, 2011 ; Blau et al, 2019 ), suggesting a pathway from educational situation perception to students’ online learning engagement; it is still possible that students’ demonstration of online learning engagement might be susceptible to multiple variables (e.g., individual attitude and motivation). Hence, it is suggested that future study adopt multilayered, multidimensional methods (e.g., the combination of cross-sectional design with longitudinal research) to enhance our understanding of the causality as far as possible.…”

Section: Discussionmentioning

confidence: 99%

Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning

Pan

2022

Front. Psychol.

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The study explored the multidimensional relationships between educational situation perception, teacher support, online learning engagement and academic self-efficacy in technology-based language learning in a sample of Chinese undergraduate students, and meanwhile examined the mediating effects of academic self-efficacy and teacher support. A total of 392 (126 male and 266 female) Chinese university students reported on their perceived educational situation, teacher support, online learning engagement, and academic self-efficacy. Results showed that educational situation perception was significantly and positively associated with teacher support, online learning engagement and academic self-efficacy; teacher support and academic self-efficacy was positively correlated with online learning engagement. More importantly, academic self-efficacy as well as teacher support mediated the relationship between educational situation perception and online learning engagement. These findings extended previous research by considering both the external factors (i.e., educational situation; teacher support) and the internal factors (i.e., academic self-efficacy) of influencing students’ online learning engagement in technology-based language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study highlighted the following aspects: (1) strengthening the consideration of the key elements of the educational situation; (2) clarifying the pivotal position of intelligent technology in educational situations; and (3) emphasizing the reconstruction of intelligence teaching ecology driven by learning activities. Besides, this study indicated the significance of elevating teachers’ awareness, willingness and capacity of the substantial supports in enhancing students’ online learning engagement and would inform that the future research on the connotation and ways of teacher support should be responding to technology-based learning environments.

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Section: Discussionmentioning

confidence: 99%

Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning

Pan

2022

Front. Psychol.

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“…That is to say, participation characteristics differ from trust and reciprocal networks. While gifting and social trust form a social capital that the individual's volition can be readily changed, social participation, like collaboration, is operated by the participants' volition [58] and requires a prevenient interaction [59,60]. Unlike social trust and reciprocal networks according to individual volition, social participation is a collective characteristic that has a collective nature.…”

Section: Discussionmentioning

confidence: 99%

Social Capital Inequality According to Hukou in Unequal Economic Environments in China

2022

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China is experiencing an increase in socioeconomic inequality in comparison to the global trend. Employing the hukou registration as a focal point, this study seeks to examine social capital differences between developed and underdeveloped regions in China. As the data for the analysis were from the China Family Panel Studies, social capital was measured by social trust, participation, and networks. The Gini coefficient, a measure of economic inequality, was calculated for 25 different provinces in China in this paper. In light of the fact that these are panel data collected between 2014 and 2018, this study employed the random-effect model for panel analysis. The first finding is that individuals, in an environment characterized by high levels of economic inequality, have low levels of social capital levels in China. Second, the inverse relationship between economic inequality and social capital varies according to social capital element. Specifically, this inverse relationship was observed in social trust and social networks, but not in social participation. Third, hukou registration moderated the inverse relationship between economic inequality and social capital. The rural hukou registration revealed a stronger inverse relationship between economic inequality and social capital than its urban counterpart. This indicates that the negative impact of economic inequality on social capital resulted in additional inequality among rural hukou holders.

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“…This scaffolding design is motivated by Wood et al's (1976) theory of scaffolding learning that advocates strategies for experts to facilitate learning of skills and knowledge that is initially beyond a student's zone of proximal development. While the theory was initially developed for training motor task skills in toddlers, scaffolding learning has been successfully applied to computer-supported collaborative learning contexts (Kahrimanis, Avouris, and Komis 2011). Here, we use the scaffolding design to enable formal learning of more advanced scientific concepts.…”

Section: System Designmentioning

confidence: 99%

Crowdclass: Designing Classification-Based Citizen Science Learning Modules

Lee

Kim

et al. 2016

HCOMP

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In this paper, we introduce Crowdclass, a novel framework that integrates the learning of advanced scientific concepts with the crowdsourcing microtask of image classification. In Crowdclass, we design questions to serve as both a learning experience and a scientific classification. This is different from conventional citizen science platforms which decompose high level questions into a series of simple microtasks that require no scientific background knowledge to complete. We facilitate learning within the microtask by providing content that is appropriate for the participant’s level of knowledge through scaffolding learning. We conduct a between-group study of 93 participants on Amazon Mechanical Turk comparing Crowdclass to the popular citizen science project Galaxy Zoo. We find that the scaffolding presentation of content enables learning of more challenging concepts. By understanding the relationship between user motivation, learning, and performance, we draw general design principles for learning-as-an-incentive interventions applicable to other crowdsourcing applications.

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Interaction Analysis as a Tool for Supporting Collaboration: An Overview

Cited by 9 publications

References 43 publications

Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning

Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning

Social Capital Inequality According to Hukou in Unequal Economic Environments in China

Crowdclass: Designing Classification-Based Citizen Science Learning Modules

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