Abstract
Group process assessment is one of the methodological challenges in computer-supported collaborative learning (CSCL). The aim of this study is to analyze the group process dimensions in a problem-solving task with modular robotics in which creative components of fluidity, flexibility and innovation can be observed. The analysis of group process dimensions in relation to the creative components aims to understand the way group processes can support the creativity process in a problem-solving task. For this objective, 24 dyads of in-service teachers in a creative problem-solving task with modular robotics were engaged. The group process dimensions of conversation, social interaction and problem-solving was identified based on a CSCL coding schema developed for the Virtual Math Team environment. The creative components of fluidity, flexibility and innovation are operationalized based on Guilford’s Alternate Uses Test’s components. The results show the creative component of innovation is related to interactions of support within the dyad. Moreover, the participants dedicating more time to solve the task are engaged not only in more problem-solving interactions with their dyad but also in building more innovative figures, and they also make more figures together. Those results lead us to consider the importance of a positive emotional environment in the context of collaborative creation.
Highlights
Despite the importance of understanding the group processes in collaborative learning tasks, the assessment of the processes remains a methodological challenge (Jeong and Hmelo-Silver 2010; Ludvigsen et al 2017)
The study has been developed through a mixed-method approach based on the epigenetic analysis of the CreaCube computer-supported collaborative learning (CSCL) activity, by comparing the Strijbos’ (2009) Virtual Math Teams (VMT) coding schema VMT coding schema (Strijbos 2009) and the Guilfords’ (1967) Alternate Uses Task (AUT) creative components (Guilford 1967) that we applied to the CreaCube task
The results showed no link between the activity duration and the VMT dimensions of conversation (H1 rejected) and social interaction (H3 rejected)
Summary
Despite the importance of understanding the group processes in collaborative learning tasks, the assessment of the processes remains a methodological challenge (Jeong and Hmelo-Silver 2010; Ludvigsen et al 2017). In the context of computersupported collaborative learning (CSCL) activities, group processes are mediated by the technological environments, such as online forums, to support the collaborative activity (Wang et al 2020). We analyze group processes in a dyadic problem-solving task based on the coding schema proposed by Strijbos (2009) within the VMT environment. Strijbos considered three dimensions of group processes: conversation, social interaction and problem-solving. The research objective of this study is to analyze the relation between these three dimensions of group processes (Strijbos et al 2006) and creative components of fluidity, flexibility and innovation in a problem-solving task
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