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Title: Emergent Roles, Collaboration, and Conceptual Outcomes for Two Eighth-Grade Groups in CSCL Science Classes
Authors: Tissenbaum, Catherine Dornfeld
Gnesdilow, Dana
Martin, Nicole
Puntambekar, Sadhana
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Tissenbaum, C. D., Gnesdilow, D., Martin, N., & Puntambekar, S. (2019). Emergent Roles, Collaboration, and Conceptual Outcomes for Two Eighth-Grade Groups in CSCL Science Classes. 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 2 (pp. 672-675). Lyon, France: International Society of the Learning Sciences.
Abstract: When collaborating in groups, students may assume emergent roles as they interact over time. Emergent leadership can improve group functioning, but this depends on how leadership is supported by group members. We studied how roles emerged in two groups of eighth-graders participating in CSCL activities over a 12-week science unit. A leader emerged in each group, but through different processes. Group A showed greater distribution of contributions to decision-making and science talk than Group B, as well as greater conceptual gains on a content test. In contrast, Group B focused more on off-task talk than Group A. While our sample is too small to make causal claims, better distribution of contributions to talk and on-task participation seemed to positively impact collaboration and learning.
Appears in Collections:CSCL 2019

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