Enriching accounts of computer-supported collaboration by using video data

Canan Tosunoglu Blake,Eileen Scanlon

doi:10.1080/0968776030110202

Abstract

This paper will discuss the approach to the evaluation of computer-supported collaborative learning developed in our group over the past ten years. This approach depends on the collection of video data to allow the analysis of key features of problemsolving behaviour within groups of students working on collaborative learning tasks. Our theoretical framework derives from two sources- the CIAOl framework for evaluating examples of CAL and an analysis of appropriate methods of evaluating computersupported collaboration. Our work in this area has been supported by developing the data capture facilities for the CALRG (Computers and Learning Research Group) at the Open University. We will draw on a number of studies to illustrate this approach and will present a brief case study from work done on a computer-supported learning environment for statistics where we use video records of video-mediated collaboration. This case study gives an example of the rich data that can be collected using video recording and analysed to increase understanding of computer-supported collaboration.DOI:10.1080/0968776030110202

Highlights

Members of CALRG (Computers and Learning Research Group) at the Open University have been carrying out experiments investigating the usefulness of technology-mediated collaborative problem-solving as part of an ongoing research programme
Our approach to analysing computers and learning in the group has been based on a strong empirical tradition, as many of our original studies were with students of the Open University
Interaction, attitudes and outcomes (CIAO!) framework to support the evaluation of CAL developments, mainly for the Open University courses (Jones, Scanlon, Tosunoglu, Morris, Ross, Butcher and Greenberg, 1999)

Summary

Introduction

Members of CALRG (Computers and Learning Research Group) at the Open University have been carrying out experiments investigating the usefulness of technology-mediated collaborative problem-solving as part of an ongoing research programme. Video data allows the analysis to be carried out collaboratively by more than one researcher and different aspects of the investigation can be addressed by using qualitative and quantitative techniques.

Results

Conclusion