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Diagnosing collaboration in practice-based learning: Equality and intra-individual variability of physical interactivity

Cukurova, M; Luckin, R; Millán, E; Mavrikis, M; Spikol, D; (2017) Diagnosing collaboration in practice-based learning: Equality and intra-individual variability of physical interactivity. In: Lavoué, E and Drachsler, H and Verbert, K and Broisin, J and Pérez-Sanagustín, M, (eds.) (Proceedings) EC-TEL 2017: Data Driven Approaches in Digital Education. (pp. pp. 30-42). Springer: Switzerland, Cham. Green open access

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Abstract

Collaborative problem solving (CPS), as a teaching and learning approach, is considered to have the potential to improve some of the most important skills to prepare students for their future. CPS often differs in its nature, practice, and learning outcomes from other kinds of peer learning approaches, including peer tutoring and cooperation; and it is important to establish what identifies collaboration in problem-solving situations. The identification of indicators of collaboration is a challenging task. However, students physical interactivity can hold clues of such indicators. In this paper, we investigate two non-verbal indexes of student physical interactivity to interpret collaboration in practice-based learning environments: equality and intra-individual variability. Our data was generated from twelve groups of three Engineering students working on open-ended tasks using a learning analytics system. The results show that high collaboration groups have member students who present high and equal amounts of physical interactivity and low and equal amounts of intra-individual variability.

Type: Proceedings paper
Title: Diagnosing collaboration in practice-based learning: Equality and intra-individual variability of physical interactivity
Event: EC-TEL 2017: Data Driven Approaches in Digital Education
ISBN-13: 9783319666099
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/978-3-319-66610-5_3
Publisher version: http://doi.org/10.1007/978-3-319-66610-5_3
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Collaborative learning, Problem-solving, Indexes of physical interaction, Behaviour patterns
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1576310
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