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Title: “I Thought We Said”: Perceived Peer Support, Discourse Cohesion, and Regulation in Engineering Design
Authors: Nguyen, Ha
Lim, Kyu Yon
Wu, Lily
Fischer, Christian
Warschauer, Mark
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Nguyen, H., Lim, K. Y., Wu, L., Fischer, C., & Warschauer, M. (2020). “I Thought We Said”: Perceived Peer Support, Discourse Cohesion, and Regulation in Engineering Design. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 521-524). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: There is limited research on how perceived peer support influences student collaboration in project-based instruction. Research based on interviews or content analyses may overlook the semantic structure of discourse. In this study, we combine content analysis with computational linguistics to explore the collaboration patterns of 22 first-year students during face-to-face group design (n = 7,514 conversational turns) in a project-based engineering course. We find that students who reported low peer support generally produced discourse that provides new information, but less cohesion, compared to students with perceived median and high support networks. Overall, students with low perceived networks also engaged in group planning, evaluation, and shared regulation less frequently compared to the other two groups. Findings have implications for adjusting group arrangement in design activities. The study also illustrates the potential of incorporating computational approaches to detecting discourse.
Appears in Collections:ICLS 2020

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