Emergent Roles in Collaborative Problem-Solving: Configurations and Sequential Patterns in Different Learning Performance Groups (Poster 41)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Social Processes and Stereotypes

Abstract

Collaborative problem-solving (CPS) is essential and can be influenced by emergent roles. However, little research has explored how emergent roles affect learning performances in CPS at the meso-level. This study recruited 54 undergraduates to engage in a three-hour CPS activity, and compared the role profile configurations and sequential patterns in high- and low-performing groups. This study identified four role profiles in CPS: interrogator, process regulator, information supplier, and balancer. The high-performing group is dominated by multiple balancers, while low-performing groups showed the configurations of both interrogators and balancers. Besides, the sequences associated with distractors, challengers, content-focused roles and evaluation-focused roles were different in high- and low-performing groups. The results have theoretical and pedagogical significance for improving learning performances in CPS.

Authors

• Ziqi Mao, The Chinese University of Hong Kong

• Ronnel B. King, Chinese University of Hong Kong

• Xiaoran Li, Beijing Language and Culture University