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Diagnosing Collaboration in Practice-Based Learning: Equality and Intra-individual Variability of Physical Interactivity

机译：在基于实践的学习中诊断协作：身体互动的平等性和个体内部变异性

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Collaborative problem solving (CPS), as a teaching and learning approach, is considered to have the potential to improve some of the most important skills to prepare students for their future. CPS often differs in its nature, practice, and learning outcomes from other kinds of peer learning approaches, including peer tutoring and cooperation; and it is important to establish what identifies collaboration in problem-solving situations. The identification of indicators of collaboration is a challenging task. However, students physical interactivity can hold clues of such indicators. In this paper, we investigate two non-verbal indexes of student physical interactivity to interpret collaboration in practice-based learning environments: equality and intra-individual variability. Our data was generated from twelve groups of three Engineering students working on open-ended tasks using a learning analytics system. The results show that high collaboration groups have member students who present high and equal amounts of physical interactivity and low and equal amounts of intra-individual variability.
机译：协作性问题解决（CPS）作为一种教学方法，被认为具有提高某些最重要技能的潜力，从而为学生的未来发展做好了准备。 CPS的性质，实践和学习结果通常与其他种类的同伴学习方法（包括同伴辅导和合作）不同。建立在解决问题的情况下确定协作的标识非常重要。确定合作指标是一项艰巨的任务。但是，学生的身体互动性可以掌握这些指标的线索。在本文中，我们调查了学生身体互动的两个非语言指标，以解释基于实践的学习环境中的协作：平等和个体内部变异。我们的数据来自使用学习分析系统完成开放式任务的十二名三名工程专业学生的组。结果表明，高协作组的成员学生呈现出高和相等数量的身体互动性以及低和相等数量的个体内部变异性。

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