Collaborative Practices During Problem Framing: Analyses of Three Groups in a Computer-Supported Collaborative Engineering Classroom

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: STEM, Pedagogy, and Reflection

Abstract

Despite the interest in supporting student collaborative problem solving with technology, we lack empirical evidence on classroom based implementations of computer-supported collaborative learning, where the complexity of the context may influence processes and outcomes. We selected video data of three groups from a design-based implementation research project to better understand and describe student collaborative practices. Focusing on the groups’ problem-framing phase, our constant comparison of the data led to illustrations of the three group’s complex and dynamic group processes and identification of emergent categories of collaborative practices that demonstrate individual members’ social regulation skills. We anticipate these findings provide a basis for re-examining the data longitudinally to understand how collaborative practices develop over time.

Authors

• Jiyoon Jung, Valdosta State University

• Emma M. Mercier, University of Illinois at Urbana-Champaign