Pöysä-Tarhonen Johanna, Care Esther, Awwal Nafisa, Häkkinen Päivi
1Finnish Institute for Educational Research, University of Jyvaskyla, P.O. Box 35, 40014 Jyvaskyla, Finland.
2Assessment, Curriculum and Technology Research Centre, Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC 3010 Australia.
Res Pract Technol Enhanc Learn. 2018;13(1):12. doi: 10.1186/s41039-018-0079-7. Epub 2018 Aug 9.
This exploratory case study focuses on how pairs of students can build a shared understanding and acquire collaborative problem-solving (CPS) practices during an online assessment of CPS skills, which is seen in the context of the CPS construct, in a symmetrical and asymmetrical task type. Even though CPS is widely recognised as a core twenty-first-century competency, its nature is not yet well understood. Also, until recently, most of studies have focused on the individual's solution to a problem or on the skills individuals bring into a problem-solving space. This study extends from an individual- to group-level focus in CPS, emphasising the role and quality of the social aspects in CPS processes and outcomes. Focusing on the group level because it mediates multiple levels of learning, including individual cognition and socio-cultural practices, may provide us with a better understanding of how pairs establish CPS practices. Because of the complexity of CPS and the general challenges of remote collaboration in an online context, the study relies on the triangulation of multiple data sources and phases of analysis. In this paper, the aim is to explore and visualise through contrasting case-based portraits of two pairs how micro-interaction processes evolve at the pair level. The results show that despite students' similar CPS performance outcome scores and task designs aimed to facilitate collaboration, variations in micro-interactions occur across pairs, for example as individual and joint solution endeavours and as balanced and unbalanced dynamics of group interactions. Studying these patterns at the pair level may provide new insights into CPS and support strategies for acquiring these practices.
本探索性案例研究聚焦于在一项协作问题解决（CPS）技能的在线评估中，学生两两配对如何建立共同理解并习得协作问题解决实践。该评估置于CPS结构的背景下，涉及对称和不对称两种任务类型。尽管CPS被广泛视为21世纪的一项核心能力，但其本质尚未得到充分理解。此外，直到最近，大多数研究都集中在个体对问题的解决或个体带入问题解决空间的技能上。本研究将CPS的重点从个体层面扩展到小组层面，强调社会因素在CPS过程和结果中的作用及质量。聚焦于小组层面是因为它介导了多个学习层面，包括个体认知和社会文化实践，这可能会让我们更好地理解两两配对如何建立CPS实践。由于CPS的复杂性以及在线环境中远程协作的普遍挑战，该研究依赖于多种数据源和分析阶段的三角测量法。在本文中，目的是通过对比两对学生基于案例的画像来探索并可视化微观互动过程在配对层面是如何演变的。结果表明，尽管学生的CPS表现结果得分相似，且任务设计旨在促进协作，但不同配对之间的微观互动存在差异，例如表现为个体和共同的解决努力以及小组互动中平衡和不平衡的动态变化。在配对层面研究这些模式可能会为CPS提供新的见解，并为习得这些实践提供支持策略。
