Coding%20Schemes%20for%20Collaborative%20Learning%20Dialogs

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Coding Schemes for Collaborative Learning Dialogs

• Chih-yu Chao
• ltcchao_at_cmu.edugt
• Dialogs on Dialogs Reading Group
• March 4th, 2005

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Overview

• The Paper
• Weinberger, A., Fischer, F. (in press). A
  methodology to analyze argumentative knowledge
  construction in computer-supported collaborative
  learning. Computers Education.
• My Research
• Questions / Discussion

Overview The Paper My Research Questions
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Part I. The Paper
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Introduction

• CSCL (Computer-Supported Collaborative Learning)
• Written discourse of learners (text-based,
  asynchronous discussion boards)
• Knowledge Construction
• Participation
• Epistemic
• Argumentative
• Social mode

Overview The Paper My Research Questions
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Participation

• Quality of participation
• To what extent learners contribute to discourse
• Heterogeneity of participation
• Collaborative learning may enhance quality
  because all learners are supposed to contribute
  to small group discussions (in contrast with
  classroom discussion)

Overview The Paper My Research Questions
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Epistemic

• How learners work on the knowledge construction
  task they are confronted with
• Whether learners are engaging in on-task
  discourse
• The activities can be considered to detect
  misconceptions of learners

Overview The Paper My Research Questions
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Argumentative

• Learners continuously warrant, qualify, or argue
  against solutions to the problems until they
  converge towards a joint solution
• Construction of
• Single arguments
• Sequences of arguments

Overview The Paper My Research Questions
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Social Modes

• To what extent learners refer to contributions of
  their learning partners
• Externalization make contributions without
  reference to other contributions
• Elicitation using learning partners as a
  resource by asking questions
• Quick consensus building accept others
  contributions not because they are convinced, but
  in order to be able to continue discourse

Overview The Paper My Research Questions
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Social Modes (cont.)

• Integration-oriented consensus building show a
  willingness to actively revise or change their
  own views in response to persuasive arguments
• Conflict-oriented consensus building pinpoint
  out specific aspects of the peers contributions
  and modify them or present alternatives

Overview The Paper My Research Questions
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Coding Hierarchy

• Participation
• Quality of participation
• Heterogeneity of participation
• Epistemic
• Engagement in on-task discourse
• Detection of misconceptions
• Argumentative
• Construction of single arguments
• Construction of sequences of arguments
• Social mode
• Externalization
• Elicitation
• Quick consensus building
• Integration-oriented consensus building
• Conflict-oriented consensus building

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Discourse Segmentation

• Fine grained
• How learners apply single concepts to problem
  space (epistemic)
• Coarser grained
• Construction of arguments (argumentative)
• How learners refer to their learning partners
  contributions (social modes)

Overview The Paper My Research Questions
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Part II. My Research
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Introduction

• Calculus problem-solving
• Treatment group
• (human-human, groups of 2)
• pretest, tutorial, midtest
• collaborative problem-solving (using IM)
• posttest
• Control group
• pretest, tutorial, midtest
• think-aloud individual problem-solving
• posttest

Overview The Paper My Research Questions
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Data Collection

• Pretest, midtest, posttest results
• Peer learning dialogs during the problem-solving
  session
• How much information can I get
• from the dialogs?

Overview The Paper My Research Questions
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Hypotheses

• The peer learner provides the knowledge that the
  subject does not have. (The subjects learns by
  receiving instructions.)
• In contrast, the peer learner shows his/her
  insufficiency of knowledge, and the subject
  reinforces the knowledge s/he has by teaching the
  peer learner.
• The peer learner provides encouragement when the
  subject feels frustrated.

Overview The Paper My Research Questions
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Hyp1 Learning by Receiving

• The subject may show his/her lack of knowledge by
  
• Asking questions (elicitation)
• Making mistakes detected by the peer learner
• If the subject shows a quick consensus building
  (i.e. the peer learner only dictates the subject
  to fill out the answer without any explanation)
  it does not count
• The peer learner has to elaborate or explain the
  segment of the target knowledge, and the subject
  has to acknowledge such input (integration-oriente
  d consensus building)
• The subject may disagree with the peer learner
  (conflict-oriented consensus building,
  argumentative)

Overview The Paper My Research Questions
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Examples of Hyp1

• A which side is u and which side is v?
• B du/dx is u, the right side, 1
• ------------------------------------------------
• A we have u (t1), right?
• B right
• A when you take derivative, the 1 is out its 0
• B oh so you did it in your head then I see
• ------------------------------------------------
• A wait, not x(1/2)
• B I think its right. My tutor told me that
  square root was 1/2 power
• A its x

Overview The Paper My Research Questions
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Hyp2 Learning by Teaching

• Similar to Hyp1, only switching roles
• (The difficult part is in determining and
  measuring the reinforcement of knowledge.)

Overview The Paper My Research Questions
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Hyp3 Learning with Support/Motivation

• Words of
• Annoyance
• Disappointment
• Frustration
• (the use of obscene words may be a good
  indication)
• Words of
• Support
• Encouragement

Overview The Paper My Research Questions
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Examples of Hyp3

• A I think this is getting lame
• there are so many boxes to fill in
• --------------------------------------------------
  -------
• A Im really not very good at basic algebra so I
  missed these things easily
• --------------------------------------------------
  -------
• A probably my fault
• --------------------------------------------------
  -------
• A so this is tricky I dont like calculus (
• B yea it can be
• --------------------------------------------------
  -------
• A this one looks complicated though
• B we can rock its socks off
• --------------------------------------------------
  -------
• A I hate math
• B youre doing fine so far

Overview The Paper My Research Questions
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My Coding Hierarchy

• Participation
• Quality of participation
• Heterogeneity of participation
• Epistemic
• Engagement in on-task discourse (?)
• Detection of misconceptions
• Argumentative
• Construction of single arguments
• Construction of sequences of arguments (?)
• Social mode
• Externalization (?)
• Elicitation
• Quick consensus building
• Integration-oriented consensus building
• Conflict-oriented consensus building
• Showing frustration
• Offering support

Overview The Paper My Research Questions
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Part III. Questions / Discussion
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My Questions

• How should I define and quantify elaboration or
  explanation?
• How do I determine how quickly (or how late) the
  subject detects a mistake made by the peer
  learner?
• The peer learners rarely offer encouragement when
  the subjects feel frustrated they usually just
  wanted to move on to the next question
• Other relevant research papers?
• Suggestions on the coding schemes?

Overview The Paper My Research Questions
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Your Questions?

• Or comments?

Overview The Paper My Research Questions