Literaturnachweis - Detailanzeige
Autor/inn/en | Hartmann, Christian; Olsen, Jennifer K.; Brand, Charleen; Aleven, Vincent; Rummel, Nikol |
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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 |
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 |