A Method to Analyze Computer Science Students' Teamwork in Online Collaborative Learning Environments

Autor/inn/en	Vivian, Rebecca; Falkner, Katrina; Falkner, Nickolas; Tarmazdi, Hamid
Titel	A Method to Analyze Computer Science Students' Teamwork in Online Collaborative Learning Environments
Quelle	In: ACM Transactions on Computing Education, 16 (2016) 2, Artikel 7 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
DOI	10.1145/2793507
Schlagwörter	Cooperative Learning; Collaborative Writing; Web 2.0 Technologies; Computer Science Education; Teamwork; Course Descriptions; Problem Based Learning; Web Sites; Editing; Content Analysis; Task Analysis; Case Studies; Group Dynamics; Student Attitudes; Positive Attitudes; Negative Attitudes; Information Retrieval; Natural Language Processing; College Students; Foreign Countries; Student Role; Coding; Student Behavior; Metacognition; Computer Mediated Communication; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Computer science lessons; Informatikunterricht; Kursstrukturplan; Problem-based learning; Problemorientiertes Lernen; Web-Design; Redaktion; Textbearbeitung; Inhaltsanalyse; Aufgabenanalyse; Case study; Fallstudie; Case Study; Gruppendynamik; Schülerverhalten; Negative Fixierung; Natürliche Sprache; Collegestudent; Ausland; Codierung; Programmierung; Student behaviour; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Although teamwork has been identified as an essential skill for Computer Science (CS) graduates, these skills are identified as lacking by industry employers, which suggests a need for more proactive measures to teach and assess teamwork. In one CS course, students worked in teams to create a wiki solution to problem-based questions. Through a case-study approach, we test a developed teamwork framework, using manual content analysis and sentiment analysis, to determine if the framework can provide insight into students' teamwork behavior and to determine if the wiki task encouraged students to collaborate, share knowledge, and self-adopt teamwork roles. Analysis revealed the identification of both active and cohesive teams, disengaged students, and particular roles and behaviors that were lacking. Furthermore, sentiment analysis revealed that teams moved through positive and negative emotions over the course of developing their solution, toward satisfaction. The findings demonstrate the value of the detailed analysis of online teamwork. However, we propose the need for automated measures that provide real-time feedback to assist educators in the fair and efficient assessment of teamwork. We present a prototype system and recommendations, based on our analysis, for automated teamwork analysis tools. (As Provided).
Anmerkungen	Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01