scholarly journals Investigating Sequence Patterns of Collaborative Problem-Solving Behavior in Online Collaborative Discussion Activity

2020 ◽  
Vol 12 (20) ◽  
pp. 8522
Author(s):  
Yafeng Zheng ◽  
Haogang Bao ◽  
Jun Shen ◽  
Xuesong Zhai
Keyword(s):  
Problem Solving ◽  
Sequential Analysis ◽  
Well Being ◽  
Multidimensional Analysis ◽  
Collaborative Problem Solving ◽  
Analysis Method ◽  
Collaborative Problem ◽  
Collaborative Discussion ◽  
Low Performance ◽  
Time Sequences

Collaborative problem solving (CPS) is an influential human behavior affecting working performance and well-being. Previous studies examined CPS behavior from the perspective of either social or cognitive dimensions, which leave a research gap from the interactive perspective. In addition, the traditional sequence analysis method failed to combine time sequences and sub-problem sequences together while analyzing behavioral patterns in CPS. This study proposes a developed schema for the multidimensional analysis of CPS. A combination sequential analysis approach that comprises time sequences and sub-problem sequences is also employed to explore CPS patterns. A total of 191 students were recruited and randomly grouped into 38 teams (four to six students per team) in the online collaborative discussion activity. Their discussion transcripts were coded while they conducted CPS, followed by the assessment of high- and low- performance groups according to the developed schema and sequential analysis. With the help of the new analysis method, the findings indicate that a deep exploratory discussion is generated from conflicting viewpoints, which promotes improved problem-solving outcomes and perceptions. In addition, evidence-based rationalization can motivate collaborative behavior effectively. The results demonstrated the potential power of automatic sequential analysis with multidimensional behavior and its ability to provide quantitative descriptions of group interactions in the investigated threaded discussions.

Incorporation of Collaborative Problem Solving and Cognitive Tools to Improve Higher Cognitive Processing in Online Discussion Environments

2019 ◽  
Vol 58 (1) ◽  
pp. 249-272 ◽  
Author(s):  
Sheng-Yi Wu
Keyword(s):  
Problem Solving ◽  
Learning Community ◽  
Cognitive Processing ◽  
Sequential Analysis ◽  
Concept Maps ◽  
Online Discussion ◽  
Teaching Strategy ◽  
Collaborative Problem Solving ◽  
Cognitive Tools ◽  
Collaborative Problem

During collaborative learning in online learning communities, teachers usually guide their students through the learning process by means of discussion-based didactics. According to relevant research, an uncontrolled, nonintrusive discussion environment is usually insufficient for promoting higher cognitive processing (HCP). To address this insufficiency, we adopted a collaborative problem solving approach as a teaching strategy to tutor students in online discussion activities using concept maps as a cognitive tool and using Facebook for communication within the learning community. We examined the system using quantitative content analysis and lag sequential analysis to verify the feasibility of the system for improving HCP. The results of this study indicate that the system is capable of guiding cognition and improving HCP. However, the results with respect to improvement must be evaluated after taking into account the appropriateness and difficulty of the questions that were posed to the learners. Moreover, by incorporating a scaffolding function as a teaching strategy and through the application of cognitive tools, learners were better able to concentrate on the learning activities.

scholarly journals Exploring Collaborative Problem Solving Behavioral Transition Patterns in Science of Taiwanese Students at Age 15 According to Mastering Levels

2021 ◽  
Vol 13 (15) ◽  
pp. 8409
Author(s):  
Cheng-Hsuan Li ◽  
Pei-Ling Tsai ◽  
Zhi-Yong Liu ◽  
Wen-Chieh Huang ◽  
Pei-Jyun Hsieh
Keyword(s):  
Achievement Gap ◽  
Problem Solving ◽  
Gender Gap ◽  
Sequential Analysis ◽  
Collaborative Problem Solving ◽  
Behavioral Sequence ◽  
International Student Assessment ◽  
Collaborative Problem ◽  
Urban Rural ◽  
Behavioral Transition

This study analyzed the collaborative problem solving (CPS) behavioral transition patterns of 53,859 Taiwanese students in science at age 15 by using an online Taiwanese CPS assessment that was designed according to the Programme for International Student Assessment 2015 CPS framework. Because of behavioral changes over the testing period, the CPS target skills that corresponded to the assessment items can be viewed as a CPS behavioral sequence. Hence, a lag sequential analysis was applied to explore the significance of the interactions among the CPS skills. The behavioral sequence is coded according to the level of mastery (0, 1, or 2) of items. The CPS transition patterns were analyzed in three gaps, namely the gender gap, the urban–rural gap, and the achievement gap. The findings showed that “Monitoring and repairing the shared understanding” was a crucial CPS skill in science. Moreover, the female students who would follow rules of engagement effectively exhibited higher scores than male students did in monitoring the results of their actions and evaluating their success in solving the problem. No obvious differences were observed in the urban–rural gap, whereas differences were observed in the achievement gap.

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