Activity design models to support the development of high quality collaborative processes in online settings

Computer-Supported Collaborative Learning Conference, CSCL

Volumn 1, Issue , 2015, Pages 427-434

  Borge, Marcela ^a   Ong, Yann Shiou ^a   Rosé, Carolyn Penstein ^b  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b CARNEGIE MELLON UNIVERSITY   (United States)

Author keywords

Assessment; Discussion quality; Online collaboration; Online learning; Regulation of collaborative processes; Sociometacognition

Indexed keywords

COMPUTER SCIENCE; COMPUTERS;

ASSESSMENT; COLLABORATIVE PROCESS; ON-LINE COLLABORATIONS; ONLINE LEARNING; SOCIOMETACOGNITION;

E-LEARNING;

EID: 85073356902     PISSN: 15734552     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (28)

1. Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307-359.
2. Bjork, R.A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: MIT Press.
3. Boekarts, M. (1996). Coping with stress in childhood and adolescence. In M. Zeidner & N.S. Endler (Eds.), Handbook of coping: Theory, research, and applications (pp. 452–484). New York: Wiley.
4. Borge, M. & Carroll, J.M. (2010). Using collaborative activity as a means to explore student performance and understanding. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of ICLS 2010: 9th International Conference of the Learning Sciences (Chicago, June 29- July 2) Volume 1, Full Papers. International Society of the Learning Sciences: Chicago IL.
5. Borge, M., Ganoe, C. H., Shih, S. I., & Carroll, J. M. (2012). Patterns of team processes and breakdowns in information analysis tasks. In Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work (pp. 1105-1114). ACM.
6. Burson, K. A., Larrick, R. P., & Klayman, J. (2006). Skilled or unskilled, but still unaware of it: How perceptions of difficulty drive miscalibration in relative comparisons. Journal of personality and social psychology, 90(1), 60.
7. Carroll, J. M., Jiang, H., & Borge, M. (2014). Distributed collaborative homework activities in a problem-based usability engineering course. Education and Information Technologies, 1-29.
8. DeShon, R. P., Kozlowski, S. W., Schmidt, A. M., Milner, K. R., & Wiechmann, D. (2004). A multiple-goal, multilevel model of feedback effects on the regulation of individual and team performance. Journal of applied psychology, 89(6), 1035-1056.
9. Dillenbourg, P., & Hong, F. (2008). The mechanics of CSCL macro scripts. International Journal of Computer- Supported Collaborative Learning, 3(1), 5-23.
10. Edmondson, A. C. 1999. Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2) 350-383.
11. Fischer, F., Kollar, I., Stegmann, K., Wecker, C., Zottman, J., & Weinberger, A. (2013). Collaboration Scripts in Computer Supported Collaborative Learning, in Hmelo-Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of Collaborative Learning. New York, NY: Routledge.
12. Hogan, K. (1999a). Sociocognitive roles in science group discourse. International Journal of Science Education, 21(8), 855-882.
13. Hogan, K. (1999b). Thinking aloud together: A test of an intervention to foster students' collaborative scientific reasoning. Journal of Research in Science Teaching, 36(10), 1085-1109.
14. Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39.
15. Kapur, M., & Rummel, N. (2009). The assistance dilemma in CSCL. In Proceedings of the 9th international conference on Computer supported collaborative learning-Volume 2 (pp. 37-39). International Society of the Learning Sciences.
16. Kerr, N. L., & Tindale, R. S. (2004). Group performance and decision making. Annual Review of Psychology, 55, 623-655.
17. Kozlowski, S., & Ilgen, D. (2006). Enhancing the effectiveness of work groups and teams. Psychological Science in the Public Interest, 7(3), 77-124.
18. Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of personality and social psychology, 77(6), 1121.
19. Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463-466.
20. Schoenfeld, A. H. (1987). What's all the fuss about metacognition. In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ: Lawrence Erlbaum Associates.
21. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional science, 26(1-2), 113-125.
22. Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press.
23. Shimoda, T., White, B., Borge, M., & Frederiksen, J. (2013). Designing for science learning and collaborative discourse. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 247-256). ACM.
24. Stegmann, K., Mu, J., Gehlen-Baum, V., & Fischer, F. (2011). The myth of over-scripting: Can novices be supported too much. In Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. 1, pp. 406-413).
25. Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. Englewood Cliffs NJ: Prentice Hall International.
26. White, B., & Frederiksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.
27. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277e304). Mahwah, NJ: Erlbaum.
28. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. http://psycnet.apa.org/doi/10.1037/10096-015