Analyzing Peer Interactions in Computer-Supported Collaborative Learning: Model, Method and Tool

In recent years, a new training model has been implemented at the University of Deusto, focused on the development of competences and on the integration of technology in the classroom. Within this framework, known as the University of Deusto’s Learning Model, the work has been oriented to the selection of the most suitable technologies, teachers training for their didactic use, dissemination and sharing of knowledge among professionals, experimentation in class, and evaluation of different experiences. To further facilitate the integration of educational technology, and after a thorough both pedagogical and technological research and analysis, a standardization tool of learning scenarios has been designed where Computer-Supported Collaborative Learning is aligned with the learning model to support collaborative learning, and thus promote co-creation of knowledge and mutual help among students. This chapter describes the process followed at the university to integrate collaborative technologies in the educational context, agents involved in the process, and how available technologies with competences are combined to achieve educational objectives.

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Types and Timing of Scaffolding to Promote Meaningful Peer Interaction and Increase Learning Performance in Computer-Supported Collaborative Learning Environments

Journal of Educational Computing Research ◽

10.1177/0735633119877134 ◽

2019 ◽

Vol 58 (3) ◽

pp. 640-661

Author(s):

Yoonhee Shin ◽

Dongsik Kim ◽

Donggil Song

Keyword(s):

Collaborative Learning ◽

Undergraduate Students ◽

Peer Interaction ◽

Peer Interactions ◽

Learning Performance ◽

Computer Supported Collaborative Learning ◽

Meaning Negotiation ◽

Collaborative Discussion ◽

Collaborative Learning Environment ◽

Scaffolding Strategies

This study was designed to examine the effects of negotiation scaffolding for solving complex problems, focusing on peer interaction and learning performance in a computer-supported collaborative learning environment. For this research, 38 undergraduate students performed complex tasks using a collaborative discussion tool that implemented scaffolding strategies including the fading of meaning-negotiation scaffolding (MS) and the provision of position-negotiation scaffolding (PS). The participants were assigned to one of the following conditions: (a) MS is not faded and PS is not provided (Group N), (b) MS is faded and PS is not provided (Group F), (c) MS is not faded and PS is provided (Group P), and (d) MS is faded and PS is provided (Group FP). All groups worked in pairs to complete a comprehension task and a lesson-planning task. The results revealed that Group FP outperformed the others, showing the highest learning performance and a significant increase in meaningful peer interactions, such as divergent and reflective types of discussion.

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Peer Interactions in Computer-Supported Collaborative Learning using Dynamic Mathematics Software

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2010.12.083 ◽

2010 ◽

Vol 8 ◽

pp. 600-608 ◽

Cited By ~ 5

Author(s):

Chan Shiau Wei ◽

Zaleha Ismail

Keyword(s):

Collaborative Learning ◽

Peer Interactions ◽

Computer Supported Collaborative Learning ◽

Dynamic Mathematics ◽

Mathematics Software

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Using Three Social Network Analysis Approaches to Understand Computer-Supported Collaborative Learning

Journal of Educational Computing Research ◽

10.1177/0735633121996477 ◽

2021 ◽

pp. 073563312199647

Author(s):

Fan Ouyang

Keyword(s):

Social Network ◽

Social Network Analysis ◽

Network Analysis ◽

Collaborative Learning ◽

Peer Interactions ◽

Online Course ◽

Computer Supported Collaborative Learning ◽

Temporal Aspects ◽

Collaborative Discussion ◽

Integrated Methods

Sharing the same philosophy of “relations matter” with computer-supported collaborative learning (CSCL), social network analysis (SNA) has become a common methodology in the CSCL research. In this research, I use SNA methods from relational ties, network modes, and integrated methods perspectives to understand attributes of relations in CSCL. I design, conduct, and evaluate three SNA analytics on the same dataset from an online course to understand CSCL entities, relations, and processes. This online collaborative discussion in this course stresses students’ knowledge inquiry, construction, and building through peer interactions. Results show that compared to traditional SNA methods, these three SNA approaches can reveal more detailed, richer picture of the collaborative learning processes, particularly, the interactional, multi-modal, and temporal aspects. Moreover, these SNA approaches are generalizable for understanding similar CSCL settings. Based on the results, this research proposes methodological implications to further apply and develop SNA in the CSCL field.

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Ensino Baseado em Casos Aliado à Aprendizagem Online em Disciplina de Comunicação Científica

Revista Brasileira de Informática na Educação ◽

10.5753/rbie.2017.25.02.1 ◽

2017 ◽

Vol 25 (02) ◽

pp. 1

Author(s):

Patrícia Fernanda de Oliveira Cabral ◽

Nilcimar Dos Santos Souza ◽

Salete Linhares Queiroz

Keyword(s):

Critical Thinking ◽

Collaborative Learning ◽

Learning Model ◽

Virtual Learning Environment ◽

Computer Supported Collaborative Learning ◽

Aviation Gasoline ◽

Chemistry Students ◽

Undergraduate Chemistry ◽

The One ◽

Learning Principles

Ways of organization of learning activities based on Computer-Supported Collaborative Learning have been discussed since the beginning of the 80s. With that in mind, educators should be encouraged to use computers in innovative ways to help students gain experience in collaboration and develop critical thinking and argument skills. This paper addresses a didactic activity based on computer-supported collaborative learning principles. We investigate the dynamics of interactions among undergraduate chemistry students within the groups focusing on skills of active learning conversation described in the Collaborative Learning Model. In a virtual learning environment named eduqui.info 37 students divided into 17 doubles and 1 trio solved 4 investigative case studies related to environmental pollution caused by plastic and oil, replacement of aviation gasoline by ethanol and replacement of trans fat found in foods. The messages posted on eduqui.info Forum by 2 doubles were analyzed for the identification of the students’ collaboration. The major sub-skills related to Collaborative Learning Model found in the students’ messages were Inform, Argue and Request. It is possible to conclude that activities like the one addressed in this study can be effectively used to develop critical thinking and argument skills in undergraduate chemistry students.

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Plagiarism Reducing Aspects in Computer Supported Collaborative Learning Model

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2014vol1.786 ◽

2015 ◽

Vol 1 ◽

pp. 265

Author(s):

Sintija Sudmale

Keyword(s):

Collaborative Learning ◽

Collaborative Work ◽

Learning Model ◽

Computer Supported Collaborative Learning ◽

Individual Group ◽

Personal Involvement ◽

Educational Vision ◽

Group Responsibility ◽

Individual Achievement

Computer supported collaborative learning (CSCL) is a practical answer to futuristic e-Europe educational vision. Unsuccessfully organized collaborative work within teams of students, which ignores individual achievement and individual/ group responsibility balance, can lead to lack of motivation for personal involvement and promote plagiarism. The aim of this research is to theoretically analyze the plagiarism reducing aspects with computer supported collaborative learning.Applied study method - analyses of scientific sources. The main results are connected with the research of possibilities to solve the problem of plagiarism in education with modern cooperation methods.

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