Diagnosing collaboration in practice-based learning : Equality and Intra-individual variability of physical interactivity

Diagnosing collaboration in practice-based learning : Equality and Intra-individual variability of physical interactivity

Publication Type:
paper-conference
Date Issued:
2017
Authors:
Mutlu Cukurova , Rose Luckin , Eva Millán , Manolis Mavrikis , Daniel Spikol
Publisher:
Springer
Language:
eng
Page:
30-42
DOI:
10.1007/978-3-319-66610-5_3
Abstract:

Collaborative problem solving (CPS), as a teaching and learning approach, is considered to have the potential to improve some of the most important skills to prepare students for their future. CPS often differs in its nature, practice, and learning outcomes from other kinds of peer learning approaches, including peer tutoring and cooperation; and it is important to establish what identifies collaboration in problem-solving situations. The identification of indicators of collaboration is a challenging task. However, students physical interactivity can hold clues of such indicators. In this paper, we investigate two non-verbal indexes of student physical interactivity to interpret collaboration in practice-based learning environments: equality and intra-individual variability. Our data was generated from twelve groups of three Engineering students working on open-ended tasks using a learning analytics system. The results show that high collaboration groups have member students who present high and equal amounts of physical interactivity and low and equal amounts of intra-individual variability.

Keywords:
collaborative learning problem-solving indexes of physical interaction behaviour patterns