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|Title:||The Use of Text and Process Mining Techniques to Study the Impact of Feedback on Students' Writing Processes|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Calvo, R., Aditomo, A., Southavilay, V., & Yacef, K. (2012). The Use of Text and Process Mining Techniques to Study the Impact of Feedback on Students' Writing Processes. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 416-423). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||Uncertainty is ubiquitous to learning, particularly in collaborative learning contexts, which are likely to induce uncertainty related to both social and task issues. The purpose of this qualitative study was to explore how students vary in their individual propensities for managing uncertainty they experience while working with peers. Using observations and interviews I examined how students in one fifth grade class managed uncertainty while collaborating on robotics engineering projects. Relying on techniques of grounded theory and microanalysis of discourse, I addressed the question: How do students vary in their individual propensities for managing uncertainty they experience during collaborative academic tasks? In particular, I examined variation in the size and composition of the set of strategies from which students drew, changes in students' use of strategies across projects, and their willingness to entertain or take up uncertainty.|
|Appears in Collections:||ICLS 2012|
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