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|Title:||Unpacking Socio-Metacognitive Sense-Making Patterns to Support Collaborative Discourse|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Borge, M., Aldemir, T., & Xia, Y. (2019). Unpacking Socio-Metacognitive Sense-Making Patterns to Support Collaborative Discourse. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 320-327). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||This study explores the dynamics between socio-metacognitive communication patterns and collaborative processes, as students engage in collaborative discussions about course concepts. Building upon a series of studies that aimed to design and validate an intervention to help students develop collaborative competencies at the group level, the study aims to map how socio-metacognitive sense-making patterns are associated with the collaboration quality, by comparing the patterns for low, medium, and high performing teams. Discussion and after-discussion reflection transcripts of 12 teams over five sessions were analyzed and assessed, using previously developed collaborative discourse rubric and sense- making coding construct. The results showed a significant correlation between frequency of sense-making acts and the quality of the collaborative discourse.|
|Appears in Collections:||CSCL 2019|
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