Analyzing the Social Knowledge Construction and Online Searching Behavior of High School Learners During a Collaborative
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Analyzing the Social Knowledge Construction and Online Searching Behavior of High School Learners During a Collaborative Problem Solving Learning Activity: a MultiDimensional Behavioral Pattern Analysis Che-Li Lin1 • Huei-Tse Hou2 • Chin-Chung Tsai3
De La Salle University 2016
Abstract The present study aims to explore the behavioral patterns of the social knowledge construction process and the online searching behaviors in a collaborative problem solving learning activity for high school students, and further compares the different behavioral patterns of the high- and low-performing teams. A total of 78 high school students from two schools participated. This study applied sequential analysis to analyze the students’ social knowledge construction and online searching behavior from a large amount of screen-recording data. Interestingly, the results indicate that social interaction that is irrelevant to the discussion task is significantly correlated with academic-related discussion content. Reaching a higher cognitive level of social knowledge construction (e.g., reaching agreement or applying newly constructed meaning) contributes to a successful team project. For online searching behavior, the high-performing teams exhibited systematic online searching behavior and concentrated on the task, while the low-performing teams displayed chaotic & Huei-Tse Hou [email protected] Che-Li Lin [email protected] Chin-Chung Tsai [email protected] 1
Research Center for Curriculum and Instruction, National Academic for Educational Research, #2, Sanshu Rd., Sanshia District, New Taipei City 23703, Taiwan, ROC
2
Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, #43 Keelung Road, Section 4, Taipei, Taiwan
3
Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Road, Taipei 106, Taiwan
searching behavior and were distracted from the task at hand, and seemed to rarely propose their searched results or ideas in their discussions. Based on the results, several possible explanations and suggestions are proposed including the need to promote more adaptive motivation and to provide scaffolding for collaborative skills. Keywords Sequential analysis Collaborative synchronous discussion Social knowledge construction Online searching behavior
Introduction Collaborative problem solving has been recognized as a critical ability for modern citizens in such situations as international collaboration (Serc¸e et al. 2011; Veerman and Veldhuis-Diermanse 2001). Equipping learners with collaborative problem solving skills is of great importance and is a concern for educators. Based on the social constructivist theory, social knowledge construction, a core mechanism in the collaborative learning process, has been investigated pervasively in various disciplines and learning contexts (Chen et al. 2012; De Wever et al. 2010; Yap and Chia 2010). The process of social knowl
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