Vol. 13, No. 3, September 1997

Manipulable graphics for computer-supported problem solving

P. Reinhard, F.W. Hesse, A. Hron & E. Picard

Deutsches Institut für Fernstudienforschung an der Universität Tübingen

Email: petra_reinhard@diff.uni-tuebingen.de

The use of computer graphics for problem solving was investigated during use by individual learners and by distant pairs collaborating by interaction through the screen. In both investigations learners had to correct computer graphics representing population models, either by graphical manipulation or by written explanation. In both situations positive effects of manipulable graphics on problem solving performance were found. However, a detailed analysis of the interaction processes in the collaborative situation showed that, comparing both experimental conditions, static graphics led to a higher proportion of correct content-related statements and explanations of system relations. No differences were observed between both conditions on the participation structure within the learning dyads. The results suggest that for the effective use of graphics in computer-supported collaborative learning, structural support devices that encourage adequate processing and focus learners on the problem solving process seem to be necessary.

Keywords: Computer-supported collaborative learning; Computer graphics; Interaction processes; Problem solving

Contribution to a Special Issue

Relating characteristics of teaching situations and learner activities

A. Tiberghien & E. de Vries

CNRS et Université of Lyon 2, UMR-GRIC, Equipe COAST

Email: Andree.Tiberghien@ens-lyon.fr

This paper compares collaborative problem solving by learners sitting side-by-side with computer-mediated learning at a distance. Three aspects are studied: students' problem solving strategies and interpretation of the teaching situation, their use of components of the situation, and the cognitive processes involved in understanding domain knowledge, energy in physics. The analysis shows how situational characteristics affect the balance between discussion and construction activities, as well as the degree of salience of certain components of the situation. Furthermore, the simple and complex cognitive processes are not expressed to the same degree in side-by-side and distance cases. Implications of these results for the design of teaching situations are discussed.

Keywords: Cognitive processes; Distance collaboration; Teaching situations; Learning physics

Contribution to a Special Issue

Promoting reflective interactions in a CSCL environment

M. Baker & K. Lund

CNRS et Université of Lyon 2, UMR-GRIC, Equipe COAST

Email: michael.baker@ens-lyon.fr

Engaging in reflective activities in interaction, such as explaining, justifying and evaluating problem solutions, has been shown to be potentially productive for learning. This paper addresses the problem of how these activities may be promoted in the context of computer-mediated communication during a modelling task in physics. The design principles of two different communication interfaces are presented. The first allows free text to be exchanged, and the second structures the interaction by providing a restricted set of communicative possibilities. Comparative analyses of interaction corpora produced with the two communication interfaces are then described. The analyses show that use of the second structured interface in performing the problem-solving task is feasible for students, and that it promotes a task-focussed and reflective interaction. In conclusion the different resources provided by different media and the relative degrees of effort that their use requires are discussed.

Keywords: Collaborative problem-solving; Computer-mediated communication; Dialogue; Reflection; Speech act theory.

Contribution to a Special Issue

Modelling students collaborating while learning about energy

P. Brna & M. Burton

Computer Based Learning Unit, University of Leeds

Email: paul@cbl.leeds.ac.uk

Continuing work is described that is aimed at developing a model and a computer-based simulation of a student learning to model which has the potential for providing better computer-based support in the future õ both in respect of providing improved quality dialogues and in terms of comprehending the student's activities. Such a model needs to take into account factors such as individual differences, task requirements and the context in which the student is working. The current (implemented) model focuses on how individual students build a model of energy flow. The recent work outlined here is aimed at extending the model to include two further issues connected with aspects of the student's environment: how collaboration with another student in the model building process affects the processes of learning and problem solving, and how the diagrammatic representations utilised affect model building. A brief review is given of the progress made in implementing this model.

Keywords: Collaboration; Dialogue generation; External representations; Modelling

Contribution to a Special Issue