How Success Versus Failure Cases Support Knowledge Construction in Collaborative Problem-Solving:

Published on Oct 1, 2019in Journal of Educational Computing Research
· DOI :10.1177/0735633118799750
Andrew A. Tawfik13
Estimated H-index: 13
(U of M: University of Memphis),
Kyung Nam Kim5
Estimated H-index: 5
(NIU: Northern Illinois University)
+ 1 AuthorsFortunata Msilu2
Estimated H-index: 2
(NIU: Northern Illinois University)
Sources
Abstract
Theorists suggest that collaboration is a key aspect in online, inquiry-based learning. However, research finds that meaningful interaction is challenging, and learners struggle to sustain interaction. One way to scaffold collaborative problem-solving is through case libraries; however, few studies have explored how the type of experience depicted in a case library (success and failure) catalyzes learning. To address this gap, this study explored how the presence of success versus failure case libraries supports learning in terms of understanding of the problem space, conceptual space, knowledge construction convergence, and social network interaction. Results found no differences between conditions when discussing the problem space. However, results found that the failure group outperformed the success condition in terms of conceptual space, knowledge construction convergence, and social network interaction. As it relates to scaffolding using case-based reasoning theory and failure-driven memory theory, ...
References64
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#1Kyung Nam Kim (PSU: Pennsylvania State University)H-Index: 5
Since the initial recognition that human knowledge is structured in a relational manner, technologies have been developed for assessing and analyzing the structure of knowledge for a variety of purposes. A computer-based text analytic offline software system, ALA-Reader, that was developed to assess this knowledge structure (KS) reflected in a text has been modified and improved since its initial announcement (Clariana 2004) through a number of investigations in various kinds of learning environ...
9 CitationsSource
#1Peggy A. Ertmer (Purdue University)H-Index: 55
#2Adrie A. Koehler (Purdue University)H-Index: 7
In this exploratory, descriptive study we examined how discussion goals were accomplished during face-to-face and online case-based discussions facilitated by the same co-instructors. An analysis of discussion transcripts suggests that despite different instructor and student participation patterns across contexts, the instructors’ goals of creating social cohesion and supporting students’ case understanding were equally met. However, coverage of the targeted problem space indicated greater atte...
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#1Nam Ju Kim (UM: University of Miami)H-Index: 7
#2Brian R. Belland (USU: Utah State University)H-Index: 23
Last. Andrew Walker (USU: Utah State University)H-Index: 23
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Computer-based scaffolding plays a pivotal role in improving students’ higher-order skills in the context of problem-based learning for Science, Technology, Engineering and Mathematics (STEM) education. The effectiveness of computer-based scaffolding has been demonstrated through traditional meta-analyses. However, traditional meta-analyses suffer from small-study effects and a lack of studies covering certain characteristics. This research investigates the effectiveness of computer-based scaffo...
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#1Andrew A. Tawfik (U of M: University of Memphis)H-Index: 13
#2Philippe J. Giabbanelli (NIU: Northern Illinois University)H-Index: 17
Last. Cindy S. York (NIU: Northern Illinois University)H-Index: 11
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Abstract Studies have found that students struggle to challenge their peers and engage in co-construction of knowledge when in asynchronous problem-based learning (PBL) contexts. In other settings, case libraries have been shown to support problem solving competencies, such as argumentation and problem representation. However, research has yet to study how the design and types of cases impact learner-learner interaction. To accommodate that gap, this study used content analysis and sequential an...
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#1Omid Noroozi (TMU: Tarbiat Modares University)H-Index: 15
#2Paul A. Kirschner (University of Oulu)H-Index: 96
Last. Martin Mulder (WUR: Wageningen University and Research Centre)H-Index: 45
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Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to...
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#1David DeLiema (UC: University of California)H-Index: 6
The ideas students have about what causes math failure are known to impact motivation. This paper throws light on how attributions of failure are negotiated during math tutoring, between 4th/5th graders and volunteer tutors, at a non-profit STEM-based after-school program. The study employs methods of interaction analysis on a small number of cases to qualitatively document how tutor–student dyads co-construct stories about failure. I argue that responses to failure involve constructing obstacle...
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#1Samuel Kai Wah Chu (HKU: University of Hong Kong)H-Index: 25
#2Yin Zhang (HKU: University of Hong Kong)H-Index: 2
Last. Wilfred W. F. Lau (CUHK: The Chinese University of Hong Kong)H-Index: 12
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Abstract Concerning the effectiveness of using wikis for project-based learning in higher education, this study compared the perceptions and actions among students in three undergraduate courses of different disciplines, English Language Studies, Information Management, and Mechanical Engineering, who used wikis in their course assignments. Using a triangulation methodology, the study shows that students mostly hold positive attitudes towards the use of wikis for project-based learning. However,...
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#1Stephen K. Reed (SDSU: San Diego State University)H-Index: 24
In his 1973 article The Structure of ill structured problems, Herbert Simon proposed that solving ill-structured problems could be modeled within the same information-processing framework developed for solving well-structured problems. This claim is reexamined within the context of over 40 years of subsequent research and theoretical development. Well-structured (puzzle) problems can be represented by a problem space consisting of well-defined initial and goal states that are connected by legal ...
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