Abstract
Collaborative problem-solving (CPS) is important in today’s fast-paced and interconnected world. However, assessing and supporting CPS skills and actions in online and co-located collaborative settings is challenging for researchers and teachers. To identify individual and group CPS behavioral patterns, this study employs epistemic network analysis (ENA) in analyzing, modeling, and visualizing the collaborative discourse patterns of legal students working on an ill-structured problem in a semester-long course. The results showed that individual students’ CPS strategies differed across the two meetings, and demonstrated varying standards for cognitive and metacognitive regulation processes. We provide implications for researchers and teachers working in CPS environments and underscore the need for multimodal datasets to understand students’ CPS strategies clearly.
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Kaliisa, R., Dane, J.O., Sanchez, D., Pratt, J., Damsa, C., Scianna, J. (2023). Understanding Group Dynamics During Synchronous Collaborative Problem-Solving Activities: An Epistemic Network Approach. In: Arastoopour Irgens, G., Knight, S. (eds) Advances in Quantitative Ethnography. ICQE 2023. Communications in Computer and Information Science, vol 1895. Springer, Cham. https://doi.org/10.1007/978-3-031-47014-1_6
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