Data-Driven Design for Computer-Supported Collaborative Learning: Design Matters (Lecture Notes in Educational Technology)

"This book highlights the importance of design in computer-supported collaborative learning (CSCL) by proposing data-driven design and assessment. It addresses data-driven design, which focuses on the processing of data and on improving design quality based on analysis results, in three main sections. The first section explains how to design collaborative learning activities based on data-driven design approaches, while the second shares illustrative examples of computer-supported collaborative learning activities. In turn, the third and last section demonstrates how to evaluate design quality and the fidelity of enactment based on design-centered research. The book features several examples of innovative data-driven design approaches to optimizing collaborative learning activities; highlights innovative CSCL activities in authentic learning environments; demonstrates how learning analytics can be used to optimize CSCL design; and discusses the design-centered research approach to evaluating the alignment between design and enactment in CSCL. Given its scope, it will be of interest to a broad readership including researchers, educators, practitioners, and students in the field of collaborative learning, as well as the rapidly growing community of people who are interested in optimizing learning performance with CSCL."--ProQuest website Series Editor’s Foreword 6 Preface 7 Part I 7 Part II 8 Part III 8 Acknowledgments 8 Contents 10 Part I Data-Driven Design for Computer-Supported Collaborative Learning 15 1 An Innovative Framework for Designing Computer-Supported Collaborative Learning 16 1.1 Introduction 16 1.2 Literature Review 17 1.3 A Framework for Designing CSCL Activities 18 1.4 The Case Study 22 1.4.1 The Collaborative Learning Design Plan of the First Round 22 1.4.2 The Analysis Results of the First Round 23 1.4.3 The Collaborative Learning Design Plan of the Second Round 25 1.5 Discussion and Conclusions 25 References 27 2 The Model of Task Design in Computer-Supported Collaborative Learning 31 2.1 Introduction 31 2.2 Literature Review 32 2.2.1 Task Characteristics 32 2.2.2 Task Context 33 2.2.3 Problem Design 33 2.2.4 Task Assessment 34 2.3 A Model of Designing CSCL Tasks 34 2.3.1 Set Task Goals and Objectives 35 2.3.2 Design Context 35 2.3.3 Problem Design 35 2.3.4 Design Task Sequences 36 2.3.5 Develop Task Resources 36 2.3.6 Design Assessment Methods 36 2.4 The Two Cases 37 2.4.1 The First Case 37 2.4.2 The Second Case 38 2.5 Discussion and Conclusions 39 References 40 3 Learning Analytics for Computer-Supported Collaborative Learning Design 43 3.1 Introduction 43 3.2 Literature Review 44 3.2.1 Learning Analytics 44 3.2.2 Analysis of Collaborative Learning 45 3.2.3 Learning Design 45 3.3 An Analysis Framework About Collaborative Learning 46 3.4 The Case Study on Collaborative Learning 48 3.4.1 Collaborative Learning Tasks 48 3.4.2 The Analysis of Cognition 49 3.4.3 The Analysis of Metacognition 49 3.4.4 The Analysis of Behaviors 49 3.4.5 The Analysis of Emotions 50 3.4.6 The Analysis of Social Network Relationships 50 3.4.7 The Analysis of Alignment 50 3.4.8 Optimization Design Based on Learning Analytics Results 51 3.5 Discussion and Conclusions 53 References 54 4 Design and Optimization of Scaffolding in Computer-Supported Collaborative Learning 56 4.1 Introduction 56 4.2 Literature Review 57 4.3 Method 58 4.3.1 Participants 58 4.3.2 The Collaborative Learning Task 58 4.3.3 Procedure 59 4.3.4 Design and Optimization of Scaffolding 60 4.3.5 Data Analysis Method 60 4.4 Results 63 4.4.1 Analysis of Collaborative Knowledge Building Level 63 4.4.2 Analysis of Group Products 64 4.4.3 Interview Results 65 4.5 Discussion and Conclusions 65 4.5.1 Discussion of Main Findings 65 4.5.2 Implications 66 4.5.3 Limitations and Future Studies 66 References 67 Part II Case Studies on CSCL Activities 69 5 Foster Learning Interest Based on the Interest-Driven Creation Theory in STEM Activities: A Case Study 70 5.1 Introduction 70 5.2 Literature Review 71 5.2.1 The Research on STEM 71 5.2.2 Learning Interest 72 5.2.3 Interest-Driven Creation Theory 72 5.3 Method 73 5.3.1 Participants 73 5.3.2 STEM Activity Design 73 5.3.3 Procedures 74 5.4 Results and Discussion 75 5.4.1 Analysis of Learning Interest 75 5.4.2 Analysis of Group Products 77 5.4.3 Interview Results 78 5.4.4 Implications 79 5.5 Conclusions 80 References 81 6 Improving Programming Skills Through an Innovative Collaborative Programming Model: A Case Study 84 6.1 Introduction 84 6.2 Literature Review 85 6.3 The Model of Collaborative Programming 86 6.4 Method 87 6.4.1 Participants 87 6.4.2 The Introduction to the Program 87 6.4.3 Procedures 87 6.5 Results 87 6.5.1 Analysis of Programming Skills 87 6.5.2 Analysis of Collaborative Problem Solving 89 6.5.3 Interview Results 91 6.5.4 Implications 91 6.6 Conclusions 92 References 92 7 Facilitating Cross-Cultural Collaborative Learning Through Collaboration Scripts: A Case Study 95 7.1 Introduction 95 7.2 Literature Review 96 7.2.1 Cross-Cultural Collaborative Learning 96 7.2.2 Collaboration Scripts 97 7.3 Method 98 7.3.1 The Cross-Culture Online Collaborative Learning Design Plan 98 7.3.2 Participants 98 7.3.3 Procedure 98 7.4 Results and Discussion 102 7.4.1 Analysis of the First Group 102 7.4.2 Analysis of the Second Group 102 7.4.3 Analysis of the Third Group 104 7.4.4 Interview Results 107 7.4.5 Implications 107 7.5 Conclusions 108 References 108 8 Promote Collaborative Knowledge Building Through Teacher Guidance 111 8.1 Introduction 111 8.2 Literature Review 112 8.2.1 Collaborative Knowledge Building 112 8.2.2 Knowledge Convergence 113 8.2.3 Teacher Guidance in CSCL 114 8.3 Method 114 8.3.1 Participants 114 8.3.2 The Collaborative Learning Task 114 8.3.3 Procedure 115 8.3.4 Data Analysis Method 116 8.4 Results and Discussion 117 8.4.1 Analysis of Collaborative Knowledge Building 117 8.4.2 Analysis of Knowledge Convergence 118 8.4.3 Interview Results 118 8.4.4 Implications 119 8.5 Conclusions 120 References 120 Part III Assessment and Optimization of CSCL Design Based on Design-Centered Approach 123 9 An Innovative Method of Evaluating Collaborative Learning Design Quality 124 9.1 Introduction 124 9.2 Literature Review 125 9.2.1 The Studies on CSCL 125 9.2.2 Collaborative Learning Design 126 9.3 Method 127 9.3.1 CSCL Tasks 127 9.3.2 Participants 127 9.3.3 Collaborative Learning Design Plan 128 9.3.4 The Evaluation Method 128 9.4 Results and Discussion 132 9.4.1 The Design Quality of Collaborative Learning Plans 132 9.4.2 The Optimization of the Design Plan 132 9.4.3 The Design Quality of the Second Round 133 9.4.4 Implications 133 9.5 Conclusions 135 References 136 10 The Study on Analyzing the Fidelity of Enactment in Computer-Supported Collaborative Learning 139 10.1 Introduction 139 10.2 Literature Review 140 10.2.1 Collaborative Learning Design 140 10.2.2 The Research on Alignment 141 10.3 Method 142 10.3.1 Participants 142 10.3.2 Procedure 142 10.3.3 Analysis Methods 142 10.4 Results and Discussion 143 10.4.1 The First Case Study on Automatic Drive 143 10.4.2 The Second Case Study on the Classification Through K-Means 146 10.4.3 Implications 149 10.5 Conclusions 150 References 150 11 Optimize CSCL Activities Based on a Data-Driven Approach 153 11.1 Introduction 153 11.2 Literature Review 154 11.2.1 Optimization of Collaborative Learning Activity 154 11.2.2 Data-Driven Approach in Education 155 11.3 Method 155 11.3.1 CSCL Tasks 155 11.3.2 Participants 156 11.3.3 Procedure 157 11.3.4 An Example 157 11.4 Results and Discussion 159 11.4.1 The Optimization Strategies 159 11.4.2 The Effectiveness of the Optimization Strategies 160 11.4.3 Interview Results 164 11.4.4 Implications 164 11.5 Conclusions 165 References 166