مؤتمر
Examining Positive and Negative Interdependence in an Elementary School CSCL Setting
| العنوان: | Examining Positive and Negative Interdependence in an Elementary School CSCL Setting |
|---|---|
| اللغة: | English |
| المؤلفون: | Hartmann, Christian, Olsen, Jennifer K., Brand, Charleen, Aleven, Vincent, Rummel, Nikol |
| المصدر: | Grantee Submission. 2017. |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| تاريخ النشر: | 2017 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B090023 R305A120734 |
| نوع الوثيقة: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | 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 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Number of References: | 7 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| رقم الأكسشن: | ED577013 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |