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dc.contributor.authorPöysä-Tarhonen, Johanna
dc.contributor.authorCare, Esther
dc.contributor.authorAwwal, Nafisa
dc.contributor.authorHäkkinen, Päivi
dc.date.accessioned2018-08-16T06:45:10Z
dc.date.available2018-08-16T06:45:10Z
dc.date.issued2018fi
dc.identifier.citationPöysä-Tarhonen, J., Care, E., Awwal, N., & Häkkinen, P. (2018). Pair interactions in online assessments of collaborative problem solving : case-based portraits. <em>Research and Practice in Technology Enhanced Learning</em>, 13, 12. <a href="https://doi.org/10.1186/s41039-018-0079-7">doi:10.1186/s41039-018-0079-7</a>fi
dc.identifier.otherTUTKAID_78525
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59263
dc.description.abstractThis exploratory case study focuses on how pairs of students can build a shared understanding and acquire collaborative problem-solving (CPS) practices during an online assessment of CPS skills, which is seen in the context of the CPS construct, in a symmetrical and asymmetrical task type. Even though CPS is widely recognised as a core twenty-first-century competency, its nature is not yet well understood. Also, until recently, most of studies have focused on the individual’s solution to a problem or on the skills individuals bring into a problem-solving space. This study extends from an individual- to group-level focus in CPS, emphasising the role and quality of the social aspects in CPS processes and outcomes. Focusing on the group level because it mediates multiple levels of learning, including individual cognition and socio-cultural practices, may provide us with a better understanding of how pairs establish CPS practices. Because of the complexity of CPS and the general challenges of remote collaboration in an online context, the study relies on the triangulation of multiple data sources and phases of analysis. In this paper, the aim is to explore and visualise through contrasting case-based portraits of two pairs how micro-interaction processes evolve at the pair level. The results show that despite students’ similar CPS performance outcome scores and task designs aimed to facilitate collaboration, variations in micro-interactions occur across pairs, for example as individual and joint solution endeavours and as balanced and unbalanced dynamics of group interactions. Studying these patterns at the pair level may provide new insights into CPS and support strategies for acquiring these practices.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWorld Scientific Publishing Co Pte Ltd.
dc.relation.ispartofseriesResearch and Practice in Technology Enhanced Learning
dc.rightsCC BY 4.0
dc.subject.otheryhteisöllinen oppiminenfi
dc.subject.othertietokoneavusteinen oppiminenfi
dc.subject.otherpienryhmätfi
dc.subject.otheroppiminenfi
dc.subject.otheropetusfi
dc.subject.othersosiaaliset tekijätfi
dc.subject.othertapaustutkimusfi
dc.subject.otherkvalitatiivinen tutkimusfi
dc.subject.othercase studiesfi
dc.subject.othercollaborative problem-solvingfi
dc.subject.othercomputer-supported collaborative learningfi
dc.subject.otherdirected content analysisfi
dc.subject.othersmall-group processesfi
dc.subject.otherlearningfi
dc.subject.otherteachingfi
dc.subject.othersocial aspectsfi
dc.subject.otherqualitative researchfi
dc.titlePair interactions in online assessments of collaborative problem solving : case-based portraitsfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201808153845
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitos
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-08-15T12:15:13Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange12
dc.relation.issn1793-2068
dc.relation.numberinseries0
dc.relation.volume13
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s), 2018
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1186/s41039-018-0079-7


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Except where otherwise noted, this item's license is described as CC BY 4.0