Examining positive and negative interdependence in elementary school CSCL Setting.

Autor/inn/en	Hartmann, Christian; Olsen, Jennifer K.; Brand, Charleen; Aleven, Vincent; Rummel, Nikol
Titel	Examining positive and negative interdependence in elementary school CSCL Setting.
Quelle	Aus: Smith, Brian K. (Hrsg.); Borge, Marcela (Hrsg.); Mercier, Emma (Hrsg.); Lim, Kyo Yon (Hrsg.): Making a difference: prioritizing equity and access in CSCL. 12th International Conference on Computer-Supported Collaborative Learning (CSCL) 2017. 2. 12th International Conference on Computer Supported Collaborative Learning, June 18-22, 2017, Philadelphia, PA, Drexel University School of Education, University of Pennsylvania Graduate School of Education. Philadelphia, PA: International Society of the Learning Sciences (2017) S. 633-636 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabelle
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-9903550-2-1
Schlagwörter	Grundschule; Kollaboration; Interdependenz
Abstract	Social interdependence is a key concept in CSCL research. However, investigations of students' positive and negative interdependence during collaborative activities have often relied on self-report, rather than dialogue analysis. Bringing together politeness and social interdependence theory, we assessed dialogue indicators of positive and negative interdependence from behavior al data (namely, face-saving and face-threatening dialogue moves) and compared the results with those of self-report scales. We analyzed a data set of 30 elementary students learning fractions with an intelligent tutoring system (ITS). Our initial analyses focus on the link between use of language that is face-saving (e.g., marking identity with statements such as "we are great") or face-threatening (e.g., insulting), and students' preferences to collaborate and compete. We found only non-significant correlations between these two broad categories, but found significant correlations between dialogue indicators, such as the use of identity markers and joking, that suggest directions for subsequent studies. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2019/3