TY - JOUR
T1 - Exploring the effects of roles and group compositions on social and cognitive interaction structures in online collaborative problem-solving
AU - Tang, Yeye
AU - Du, Xu
AU - Hung, Jui Long
AU - Li, Hao
AU - Tang, Hengtao
AU - Xie, Yiqian
N1 - Publisher Copyright:
© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
PY - 2024/10
Y1 - 2024/10
N2 - Collaborative problem-solving (CPS) involves the interaction and interdependence of students’ social and cognitive skills, making it a complex learning process. To delve into the complex dynamics of CPS, previous research has categorized socio-cognitive roles, providing insights into social-cognitive frameworks. However, despite the specific cognitive and social interaction structures employed by roles to engage in CPS interactions, most existing research primarily focuses on individual roles, neglecting inter-role interactions. To fill this gap, twelve triad groups were formed by engaging 36 undergraduate students in online CPS activities to examine differences in social and cognitive interaction structures across different roles and group compositions. Additionally, analyze the differences in CPS processes among various group compositions. The analyses identified five roles (Lurkers, Followers, Drivers, Influential Actors, and Innovators) and three group compositions (Balanced groups, Decentralized groups, and Power Struggle groups). The socio-cognitive structure of Balanced groups, along with other evidence, indicates effective information sharing and negotiation interactions. In contrast, Decentralized and Power Struggle groups exhibited various deficiencies in their socio-cognitive structures, negatively impacting group collaboration processes. These insights provide educators with a comprehensive guide to fostering effective group compositions and role dynamics in online CPS settings, thereby enhancing the overall success of CPS. Additionally, possible activity design considerations and scaffolding strategies are also discussed.
AB - Collaborative problem-solving (CPS) involves the interaction and interdependence of students’ social and cognitive skills, making it a complex learning process. To delve into the complex dynamics of CPS, previous research has categorized socio-cognitive roles, providing insights into social-cognitive frameworks. However, despite the specific cognitive and social interaction structures employed by roles to engage in CPS interactions, most existing research primarily focuses on individual roles, neglecting inter-role interactions. To fill this gap, twelve triad groups were formed by engaging 36 undergraduate students in online CPS activities to examine differences in social and cognitive interaction structures across different roles and group compositions. Additionally, analyze the differences in CPS processes among various group compositions. The analyses identified five roles (Lurkers, Followers, Drivers, Influential Actors, and Innovators) and three group compositions (Balanced groups, Decentralized groups, and Power Struggle groups). The socio-cognitive structure of Balanced groups, along with other evidence, indicates effective information sharing and negotiation interactions. In contrast, Decentralized and Power Struggle groups exhibited various deficiencies in their socio-cognitive structures, negatively impacting group collaboration processes. These insights provide educators with a comprehensive guide to fostering effective group compositions and role dynamics in online CPS settings, thereby enhancing the overall success of CPS. Additionally, possible activity design considerations and scaffolding strategies are also discussed.
KW - Collaborative problem-solving
KW - Collaborative problem-solving process
KW - Epistemic network analysis
KW - Group compositions
KW - Roles
UR - http://www.scopus.com/inward/record.url?scp=85186932657&partnerID=8YFLogxK
U2 - 10.1007/s10639-024-12569-3
DO - 10.1007/s10639-024-12569-3
M3 - Article
AN - SCOPUS:85186932657
SN - 1360-2357
VL - 29
SP - 18149
EP - 18180
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 14
ER -