Examining Positive and Negative Interdependence in an Elementary School CSCL Setting [Konferenzbericht] Paper presented at the International Conference on Computer Supported Collaborative Learning (12th, Philadelphia, PA, Jun 18-22, 2017).

Autor/inn/en	Hartmann, Christian; Olsen, Jennifer K.; Brand, Charleen; Aleven, Vincent; Rummel, Nikol
Titel	Examining Positive and Negative Interdependence in an Elementary School CSCL Setting [Konferenzbericht] Paper presented at the International Conference on Computer Supported Collaborative Learning (12th, Philadelphia, PA, Jun 18-22, 2017).
Quelle	(2017), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Students; Computer Uses in Education; Cooperative Learning; Intelligent Tutoring Systems; Language Usage; Group Dynamics; Dialogs (Language); Grade 4; Grade 5; Preferences; Competition; Correlation; Pretests Posttests; Achievement Gains + Suchen Sie Ihr Suchwort? Computernutzung; Kooperatives Lernen; Intelligentes Tutorsystem; Sprachgebrauch; Gruppendynamik; Dialog; Dialogs; Dialogue; Dialogues; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Wettkampf; Korrelation; Achievement gain; Leistungssteigerung
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 behavioral 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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01