Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7513
Title: Discourse Patterns and Collective Cognitive Responsibility in Collaborative Problem-Solving
Authors: Oshima, Jun
Yamashita, Shotaro
Oshima, Ritsuko
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Oshima, J., Yamashita, S., & Oshima, R. (2021). Discourse Patterns and Collective Cognitive Responsibility in Collaborative Problem-Solving. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 517-520). Bochum, Germany: International Society of the Learning Sciences.
Abstract: In knowledge building, learners achieve collective cognitive responsibility (CCR) by exerting their shared epistemic agency. Although CCR has been discussed as a critical part of the learning process, few studies have established analytical frameworks to examine how learners develop CCR through collaborative discourse. This study analyzed the collaborative discourse of seven groups of three university students each, who were tasked with solving a Jasper Woodbury problem to determine how CCR took shape. It used a mixed-method approach. Its results indicated that there are three distinct discourse patterns related to CCR: (1) collective CCR, in which each group member engaged in discourse, (2) rotating leadership CCR, in which pairs of members flexibly engaged in discourse, and (3) fixed leadership CCR, in which a specific pair of group members led discursive activity. The study concludes by discussing which of these discourse patterns might help students develop and sustain CCR in collaborative problem-solving.
URI: https://doi.dx.org/10.22318/icls2021.517
https://repository.isls.org//handle/1/7513
Appears in Collections:ISLS Annual Meeting 2021

Files in This Item:
File SizeFormat 
517-520.pdf367.3 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.