Group mirrors to support interaction regulation in collaborative problem solving
Patrick Jermann, Pierre Dillenbourg
Computers & Education Volume 51, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Two experimental studies test the effect of group mirrors upon quantitative and qualitative aspects of participation in collaborative problem solving. Mirroring tools consist of a graphical representation of the group’s actions which is dynamically updated and displayed to the collaborators. In addition, metacognitive tools display a standard for desirable behavior. Results show that a mirroring tool did not substantively affect the behavior of subjects while a metacognitive tool led to increased participation in dialogue, including more frequent and precise planning.
Jermann, P. & Dillenbourg, P. (2008). Group mirrors to support interaction regulation in collaborative problem solving. Computers & Education, 51(1), 279-296. Elsevier Ltd. Retrieved March 21, 2023 from https://www.learntechlib.org/p/66475/.
This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2007.05.012
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Group Awareness Support in Promoting Online Collaborative Learning
Kyungbin Kwon & Ran-Young Hong, University of Missouri, United States
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 1675–1681
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