International Journal of Computer-Supported Collaborative Learning

Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building

2 weeks 2 days ago

Helping pre-service teachers (PSTs) develop competencies in collaborative inquiry and knowledge building is crucial, but this subject remains largely unexplored in CSCL. This study examines the design and process of collaborative analytics-supported reflective assessment and its effects on promoting PSTs to develop their competencies in collaborative inquiry and knowledge building. We used a quasi-experimental design that lasted 18 weeks. The experimental group was a class of 40 PSTs who took a liberal studies course with a knowledge building design enhanced by collaborative analytics-supported reflective assessment. The comparison group was a class of 28 PSTs taught by the same instructor who studied the same inquiry topics but experienced a regular knowledge building environment using portfolios. The analysis of the PSTs’ Knowledge Forum discourse showed that collaborative analytics-supported reflective assessment helps PSTs develop collaborative inquiry competencies for community knowledge advancement. The analysis of the PSTs’ reflection using collaborative analytics and prompt questions showed that the design using KBDeX visualization and knowledge building rubrics helped them engage in productive collaborative knowledge building inquiry by involving them in continuous monitoring, analysis, negotiation, synthesis of inquiry, identification of promising routes for inquiry, and actions to guide further collective inquiry. Implications for designing CSCL collaborative-analytics enriched with reflective assessment and student agency, and broadening CSCL and knowledge building approaches to pre-service teacher education are discussed.

A classification of Challenges encountered in Complex Teamwork Settings

3 weeks 1 day ago

Computer-supported collaborative learning (CSCL) environments may at times become socio-emotionally tense and pose challenges that may have detrimental effects on mutual trust and shared mental models. Objective. This study aims to examine and classify general teamwork challenges in a novel but authentic CSCL setting (hackathon) to identify challenges that impede the development of key team coordination mechanisms (i.e., mutual trust and shared mental models). Methods. Multimodal data including responses to an adapted questionnaire (AIRE), post-competition interview data, and videos of team interaction were collected during an international hackathon event (N = 48, 71% male, M = 22 years age). Qualitative theory-driven coding and theme development were used to analyze the multimodal dataset (Greeno, 2006; Jarvenoja et al., 2013). Results. Our analyses revealed 16 general challenges that hamper teamwork in a hackathon. A model of team challenges was developed to categorize challenges into macro level themes including cognitive, motivational, emotional and behavioral challenges. We also identified which challenges hindered the development of mutual trust, and which challenges hindered the development of shared mental models. Conclusions. These findings provide important insights for educators and mentors in understanding the types of teamwork challenges that may occur in CSCL settings. The results also inform educators which challenges likely lead to mutual trust breakdown and weaken shared mental model bonds.