Literaturnachweis - Detailanzeige
| Autor/inn/en | Xu, Wei; Lou, Ye-Feng; Chen, Hang; Shen, Zhi-Yi |
|---|---|
| Titel | Exploring the Interaction of Cognition and Emotion in Small Group Collaborative Discourse by Heuristic Mining Algorithm (HMA) and Inductive Miner Algorithm (IMA) |
| Quelle | In: Education and Information Technologies, 28 (2023) 10, S.13153-13178 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Xu, Wei) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2357 |
| DOI | 10.1007/s10639-023-11722-8 |
| Schlagwörter | Cognitive Processes; Psychological Patterns; Cooperative Learning; Blended Learning; Undergraduate Students; Information Technology; Small Group Instruction; Group Dynamics; Reflection; Self Evaluation (Groups); Curriculum Design; Online Courses; In Person Learning |
| Abstract | This study explored the interaction between cognition and emotion in blended collaborative learning. The participants (n = 30) of this study were undergraduate students enrolled in a 16-week course on information technology teaching. These students were divided into six groups of five people each. The behavior modes of the participants were analyzed using a heuristic mining algorithm and inductive miner algorithm. Compared with the groups with low task scores, the high-scoring groups exhibited more reflection phases and cycles in the interaction process and thus more frequent self-evaluation and regulation behavior for forethought and performance. Moreover, the frequency of emotion events unrelated with cognition was higher for the high-scoring groups than for the low-scoring groups. On the basis of the research results, this paper presents suggestions for developing online and offline blended courses. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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