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Direct linkOuyang, Fan; Xu, Weiqi; Cukurova, Mutlu – International Journal of Computer-Supported Collaborative Learning, 2023
Collaborative problem solving (CPS) enables student groups to complete learning tasks, construct knowledge, and solve problems. Previous research has argued the importance of examining the complexity of CPS, including its multimodality, dynamics, and synergy from the complex adaptive systems perspective. However, there is limited empirical…
Descriptors: Artificial Intelligence, Learning Analytics, Cooperative Learning, Problem Solving
Xu, Weiqi; Wu, Yajuan; Ouyang, Fan – International Journal of Educational Technology in Higher Education, 2023
Pair programming (PP), as a mode of collaborative problem solving (CPS) in computer programming education, asks two students work in a pair to co-construct knowledge and solve problems. Considering the complex multimodality of pair programming caused by students' discourses, behaviors, and socio-emotions, it is of critical importance to examine…
Descriptors: Cooperative Learning, Problem Solving, Computer Science Education, Programming
Ouyang, Fan; Ling, Tengjiao; Jiao, Pengcheng – Journal of Educational Computing Research, 2022
Group cognition is a cognitive science concept that studies how groups think, learn, and work. Most research investigates group cognition as a qualitative-oriented phenomenon. From a quantitative perspective, this research proposes a measure equation of group cognition, conducts empirical research during online collaborative problem-solving, and…
Descriptors: Group Dynamics, Cognitive Processes, Cooperative Learning, Electronic Learning
The Effects of Three Instructor Participatory Roles on a Small Group's Collaborative Concept Mapping
Ouyang, Fan; Xu, Weiqi – Journal of Educational Computing Research, 2022
Collaborative concept mapping, as one of the widely used computer-supported collaborative learning (CSCL) modes, has been used to foster students' meaning making, problem solving, and knowledge construction. Previous empirical research has used varied instructional scaffoldings and has reported different effects of those scaffoldings on…
Descriptors: Computer Assisted Instruction, Cooperative Learning, Concept Mapping, Problem Solving
Ouyang, Fan; Dai, Xinyu; Chen, Si – International Journal of STEM Education, 2022
Background: Instructor scaffolding is proved to be an effective means to improve collaborative learning quality, but empirical research indicates discrepancies about the effect of instructor scaffoldings on collaborative programming. Few studies have used multimodal learning analytics (MMLA) to comprehensively analyze the collaborative programming…
Descriptors: Learning Analytics, Scaffolding (Teaching Technique), Small Group Instruction, Computer Science Education
Ouyang, Fan; Chen, Zixuan; Cheng, Mengting; Tang, Zifan; Su, Chien-Yuan – International Journal of Educational Technology in Higher Education, 2021
Collaborative problem-solving (CPS) engages students in solving ill-structured problems, creating group knowledge, and developing self-regulation and collaboration skills. Different scaffoldings, such as minimal-guided, task-oriented, and idea-oriented, can be used to facilitate students' CPS activities, but their effects have not been…
Descriptors: Cooperative Learning, Problem Solving, Scaffolding (Teaching Technique), Metacognition
