Paneth, Lisa

Profilbild
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Paneth
Vorname
Lisa
Name
Paneth, Lisa

Filter

20242
Filter zurücksetzen

Einstellungen

Autor:in: Zahn, Carmen × Thema: CSCL ×

Suchergebnisse

Gerade angezeigt 1 - 2 von 2
  • Vorschaubild
    Publikation
    Insights from a multi-method assessment of collaborative engagement in student group
    (27.09.2024) Jeitziner, Loris Tizian; Paneth, Lisa; Rack, Oliver; Wulff, Dirk U.; Zahn, Carmen
    We investigate the Quality of Collaborative Group Engagement (QCGE) in Computer Supported Collaborative Learning (CSCL) employing a multimethod approach. Analyzing 38 triad groups the study combines advanced methods such as video analysis (verbal and nonverbal behavior self assessment, trained observer ratings, and natural language processing (NLP )). The results produced key insights into QCGE . First, t he observer rating s and self assessments exhibited limited variance and considerable skewness in most QCGE dimensions , significantly limiting their usefulness. Second, no nverbal behavior s and linguistic markers extracted using NLP showed small to moderate correlations with QCGE ratings, suggesting opportunities for measuring QCGE in an automatized fashion . Our study emphasizes the importance of multimethod approaches for understanding QCGE and highlights a potential to refine these methodologies using artificial intelligence to increase the accuracy and reliability of QCGE assessment.
    06 - Präsentation
  • Vorschaubild
    Publikation
    Beyond words: investigating non-verbal indicators of collaborative engagement in a virtual synchronous CSCL environment
    (Frontiers Research Foundation, 14.08.2024) Jeitziner, Loris Tizian; Paneth, Lisa; Rack, Oliver; Zahn, Carmen [in: Frontiers in Psychology]
    In the future of higher education, student learning will become more virtual and group-oriented, and this new reality of academic learning comes with challenges. Positive social interactions in virtual synchronous student learning groups are not self-evident but need extra support. To successfully support positive social interactions, the underlying group processes, such as collaborative group engagement, need to be understood in detail, and the important question arises: How can collaborative group engagement be assessed in virtual group learning settings? A promising methodological approach is the observation of students’ non-verbal behavior, for example, in videoconferences. In an exploratory field study, we observed the non-verbal behavior of psychology students in small virtual synchronous learning groups solving a complex problem via videoconferencing. The groups were videorecorded to analyze possible relations between their non-verbal behaviors and to rate the quality of collaborative group engagement
    01A - Beitrag in wissenschaftlicher Zeitschrift