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A theory-driven reflection on context-aware support for collaborative discussions in light of analytics, affordances, and platforms.

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Title: A theory-driven reflection on context-aware support for collaborative discussions in light of analytics, affordances, and platforms.
Authors: Rosé, Carolyn1 (AUTHOR) cp3a@andrew.cmu.edu, Järvelä, Sanna2 (AUTHOR)
Source: International Journal of Computer-Supported Collaborative Learning. Dec2021, Vol. 16 Issue 4, p435-440. 6p.
Subject Terms: Syntax in programming languages
Abstract: In order to focus the interaction, the driving question is related to distinguishing behavior patterns of groups that learn from those that do not. Significant interactions patterns were found signifying coordination of behavior between participants on teams, suggesting that the environment does promote collaboration. In particular, that article, entitled "Self-Efficacy and Behavior Patterns of Learners Using a Real-Time Collaboration System Developed for Group Programming", presents and evaluates a collaborative version of the well known MIT App Inventor (MAI) environment. Teams are contrasted with respect to their level of self-efficacy and the nature of their interaction patterns. [Extracted from the article]
Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A theory-driven reflection on context-aware support for collaborative discussions in light of analytics, affordances, and platforms.
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  Data: <searchLink fieldCode="AR" term="%22Rosé%2C+Carolyn%22">Rosé, Carolyn</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cp3a@andrew.cmu.edu</i><br /><searchLink fieldCode="AR" term="%22Järvelä%2C+Sanna%22">Järvelä, Sanna</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Dec2021, Vol. 16 Issue 4, p435-440. 6p.
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  Data: In order to focus the interaction, the driving question is related to distinguishing behavior patterns of groups that learn from those that do not. Significant interactions patterns were found signifying coordination of behavior between participants on teams, suggesting that the environment does promote collaboration. In particular, that article, entitled "Self-Efficacy and Behavior Patterns of Learners Using a Real-Time Collaboration System Developed for Group Programming", presents and evaluates a collaborative version of the well known MIT App Inventor (MAI) environment. Teams are contrasted with respect to their level of self-efficacy and the nature of their interaction patterns. [Extracted from the article]
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  Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11412-021-09360-8
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              Text: Dec2021
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