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|Title:||Examining Positive and Negative Interdependence in an Elementary School CSCL Setting|
Olsen, Jennifer K.
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Hartmann, C., Olsen, J. K., Brand, C., Aleven, V., & Rummel, N. (2017). Examining Positive and Negative Interdependence in an Elementary School CSCL Setting In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||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 and negative interdependence from behavioral data (namely, face-saving and face-threatening dialogue moves) and compared the results with those of self-report scales. We analyzed a data set of 30 elementary students learning fractions with an intelligent tutoring system (ITS). Our initial analyses focus on the link between use of language that is face-saving (e.g., marking identity with statements such as “we are great”) or face-threatening (e.g., insulting), and students’ preferences to collaborate and compete. We found only non-significant correlations between these two broad categories, but found significant correlations between dialogue indicators, such as the use of identity markers and joking, that suggest directions for subsequent studies.|
|Appears in Collections:||CSCL 2017|
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