Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9227
Title: Transactivity and Knowledge Co-Construction in Collaborative Problem Solving
Authors: Vogel, Freydis
Weinberger, Armin
Hong, Daeun
Wang, Tianshu
Glazewski, Krista
Hmelo-Silver, Cindy E.
Uttamchandani, Suraj
Mott, Bradford
Lester, James
Oshima, Jun
Oshima, Ritsuko
Yamashita, Shotaro
Lu, Jun
Brandl, Laura
Richters, Constanze
Stadler, Matthias
Fischer, Frank
Radkowitsch, Anika
Schmidmaier, Ralf
Fischer, Martin R.
Rejon, Miguel Angel
Noroozi, Omid
Keywords: CSCL
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Vogel, F., Weinberger, A., Hong, D., Wang, T., Glazewski, K., Hmelo-Silver, C. E., Uttamchandani, S., Mott, B., Lester, J., Oshima, J., Oshima, R., Yamashita, S., Lu, J., Brandl, L., Richters, C., Stadler, M., Fischer, F., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., Rejon, M. A., & Noroozi, O. (2023). Transactivity and knowledge co-construction in collaborative problem solving. In Damșa, C., Borge, M., Koh, E., & Worsley, M. (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023 (pp. 337-346). International Society of the Learning Sciences.
Abstract: Successfully engaging in collaborative problem solving is an essential constituent of professional and general life skills. Collaborative problem solving is also used to engage learners in collaborative processes relevant to the acquisition of knowledge and skills. Here, learners co-construct knowledge by transactively building on each other’s contributions. In this symposium, we explore the factors leading to successful engagement in collaborative problem solving. The conceptualization of transactivity in collaborative problem solving is refined balancing the merits of both sharing new knowledge and referring to others’ contributions. Empirical studies in this symposium show that it is important for successful collaborative problem solving that individuals elicit and share information with their learning partners who should evenly participate. Further, engaging in relevant collaborative processes can be facilitated by scaffolds such as sentence openers facilitating learners referring to each other.
Description: Symposium
URI: https://doi.org/10.22318/cscl2023.646214
https://repository.isls.org//handle/1/9227
Appears in Collections:ISLS Annual Meeting 2023

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