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Showing 1 to 15 of 25 results Save | Export
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Brand, Charleen; Hartmann, Christian; Loibl, Katharina; Rummel, Nikol – Instructional Science: An International Journal of the Learning Sciences, 2023
Productive Failure (PF) is an instructional design that implements a problem-solving phase which aims at preparing students for learning from a subsequent instruction. PF has been shown to facilitate students' conceptual knowledge acquisition in the mathematical domain. Collaboration has been described as a vital design component of PF, but…
Descriptors: Failure, Cooperative Learning, Independent Study, Problem Solving
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Echeverria, Vanessa; Yang, Kexin; Lawrence, LuEttaMae; Rummel, Nikol; Aleven, Vincent – IEEE Transactions on Learning Technologies, 2023
Combining individual and collaborative learning is common, but dynamic combinations (which happen as-the-need arises, rather than in preplanned ways, and may happen on an individual basis) are rare. This work reports findings from a technology probe study exploring alternative designs for classroom co-orchestration support for dynamically…
Descriptors: Man Machine Systems, Artificial Intelligence, Cooperative Learning, Educational Technology
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Sharma, Kshitij; Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol – Journal of Computer Assisted Learning, 2021
When students are working collaboratively and communicating verbally in a technology-enhanced environment, the system cannot track what collaboration is happening outside of the technology, making it difficult to fully assess the collaboration of the students and adapt accordingly. In this article, we propose using gaze measures as a proxy for…
Descriptors: Cooperative Learning, Interpersonal Communication, Eye Movements, Problem Solving
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Strauß, Sebastian; Rummel, Nikol – International Journal of Computer-Supported Collaborative Learning, 2021
Unequal participation poses a challenge to collaborative learning because it reduces opportunities for fruitful collaboration among learners and affects learners' satisfaction. Social group awareness tools can display information on the distribution of participation and thus encourage groups to regulate the distribution of participation. However,…
Descriptors: College Students, Cooperative Learning, Student Participation, Equal Education
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Olsen, Jennifer K.; Sharma, Kshitij; Rummel, Nikol; Aleven, Vincent – British Journal of Educational Technology, 2020
The analysis of multiple data streams is a long-standing practice within educational research. Both multimodal data analysis and temporal analysis have been applied successfully, but in the area of collaborative learning, very few studies have investigated specific advantages of multiple modalities versus a single modality, especially combined…
Descriptors: Cooperative Learning, Learning Analytics, Data Use, Data Collection
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van Leeuwen, Anouschka; Rummel, Nikol; Van Gog, Tamara – International Journal of Computer-Supported Collaborative Learning, 2019
Teachers play a major role during CSCL by monitoring and stimulating the types of interactions between students that are conducive to learning. Teacher dashboards are increasingly being developed to aid teachers in monitoring students' collaborative activities, thereby constituting a form of indirect support for CSCL in the classroom. However, the…
Descriptors: Computer Uses in Education, Educational Technology, Cooperative Learning, Teacher Role
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Yang, Kexin Bella; Echeverria, Vanessa; Wang, Xuejian; Lawrence, LuEttaMae; Holstein, Kenneth; Rummel, Nikol; Aleven, Vincent – International Educational Data Mining Society, 2021
Constructing effective and well-balanced learning groups is important for collaborative learning. Past research explored how group formation policies affect learners' behaviors and performance. With the different classroom contexts, many group formation policies work in theory, yet their feasibility is rarely investigated in authentic class…
Descriptors: Grouping (Instructional Purposes), Cooperative Learning, Teaching Methods, Kindergarten
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Olsen, Jennifer K.; Rummel, Nikol; Aleven, Vincent – International Journal of Computer-Supported Collaborative Learning, 2019
Research on Computer-Supported Collaborative Learning (CSCL) has provided significant insights into why collaborative learning is effective and how we can effectively provide support for it. Building on this knowledge, we can investigate when collaboration is beneficial to support learning. Specifically, collaborative and individual learning are…
Descriptors: Cooperative Learning, Computer Assisted Instruction, Educational Technology, Intelligent Tutoring Systems
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Olsen, Jennifer; Aleven, Vincent; Rummel, Nikol – Journal of Educational Measurement, 2017
Within educational data mining, many statistical models capture the learning of students working individually. However, not much work has been done to extend these statistical models of individual learning to a collaborative setting, despite the effectiveness of collaborative learning activities. We extend a widely used model (the additive factors…
Descriptors: Mathematical Models, Information Retrieval, Data Analysis, Educational Research
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van Leeuwen, Anouschka; van Wermeskerken, Margot; Erkens, Gijsbert; Rummel, Nikol – Learning: Research and Practice, 2017
Teacher orchestration of the classroom is a demanding task because of the multitude of activities and the rapid pace at which these activities occur. Teachers must constantly be aware of the activities students engage in and the progress students are making, in order to be able to make informed decisions. Recent years have seen the development of…
Descriptors: Teaching Methods, Cues, Teacher Behavior, Data Analysis
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Kaendler, Celia; Wiedmann, Michael; Leuders, Timo; Rummel, Nikol; Spada, Hans – Psychology Learning and Teaching, 2016
The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers (N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of…
Descriptors: Cooperative Learning, Preservice Teachers, Quasiexperimental Design, Student Behavior
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Hartmann, Christian; Olsen, Jennifer K.; Brand, Charleen; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2017
Social interdependence is a key concept in CSCL research. However, investigations of students' positive and negative interdependence during collaborative activities have often relied on self-report, rather than dialogue analysis. Bringing together politeness and social interdependence theory, we assessed "dialogue indicators" of positive…
Descriptors: Elementary School Students, Computer Uses in Education, Cooperative Learning, Intelligent Tutoring Systems
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Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2015
To be able to provide better support for collaborative learning in Intelligent Tutoring Systems, it is important to understand how collaboration patterns change. Prior work has looked at the interdependencies between utterances and the change of dialogue over time, but it has not addressed how dialogue changes during a lesson, an analysis that…
Descriptors: Intelligent Tutoring Systems, Feedback (Response), Cooperative Learning, Group Dynamics
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Olsen, Jennifer K.; Belenky, Daniel M.; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2014
Collaborative learning has been shown to be beneficial for older students, but there has not been much research to show if these results transfer to elementary school students. In addition, collaborative and individual modes of instruction may be better for acquiring different types of knowledge. Collaborative Intelligent Tutoring Systems (ITS)…
Descriptors: Intelligent Tutoring Systems, Cooperative Learning, Elementary School Students, Teaching Methods
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Olsen, Jennifer K.; Rummel, Nikol; Aleven, Vincent – Grantee Submission, 2017
Collaborative and individual learning are both frequently used in classrooms to support learning. However, little research has investigated the benefits of combining individual and collaborative learning, as compared to learning only individually or only collaboratively. With our study, we address this research gap. We compared a combined…
Descriptors: Cooperative Learning, Grade 4, Grade 5, Elementary School Students
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