Rack, Oliver
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Predicting engagement in computer-supported collaborative learning groups using natural language processing
Collaborative group engagement is a key factor of success in learning groups. This work explores the development of an innovative natural language processing method for predicting collaborative group engagement. To this end, we identified linguistic markers based on an established observation-based scheme for rating collaborative group engagement, such as, semantic similarity to task instructions, verbal mimicry, sentiment, and use of jargon. We evaluated the predictive power of the linguistic markers on the data of an observational study in which 38 learning groups were instructed to perform a collaborative learning task. Overall, the data consisted of 2588 expert ratings on collaborative group engagement. We relied on machine learning to the predict collaborative group engagement ratings using informative subsets of linguistic markers. The results showed above-baseline predictive accuracy for all four dimensions of collaborative group engagement. Moreover, the analysis of feature importance points to quantity of utterances, responsiveness and uniformity of participation as the most important markers for collaborative group engagement. By harnessing natural language processing, this work extends traditional qualitative analysis and delivers nuanced quantitative metrics suitable for capturing the complexity and dynamics of contemporary Computer Supported Collaborative Learning (CSCL) environments. Thereby, it contributes to the evolving landscape of CSCL research and demonstrates the potential of novel analytic techniques to support and enrich qualitative analysis in multiple domains.
Teams als Lernorte für die Entwicklung des doppelten Kompetenzprofils (DKP)
Der Kongressbeitrag fokussiert die Kompetenzentwicklung von wissenschaftlichem Personal im Rahmen von Teamarbeit «on the job» an Pädagogischen Hochschulen und Fachhochschulen. Die Grundlage bildet das von Swissuniversities geförderte Projekt «Teams als Lernorte zur Förderung des doppelten Kompetenzprofils» (7/2021-12/2024). Bislang wurde die Kompetenzentwicklung FHs/PHs aus individueller Perspektive betrachtet, dieser Beitrag stellt jedoch die Weiterentwicklung von Kompetenzprofilen auf Teamebene ins Zentrum. Präsentiert wurden erste Ergebnisse einer quantitativen Fragebogenerhebung, und einer qualitativen Inhaltsanalyse von Interviews des Projektes.
Effekte gruppenbasierter Anreize auf die Koordination in Gruppen. Ein Vergleich von computergestützter und face-to-face Gruppenarbeit
Wahrnehmung und Bewertung von Diversität in altersgemischten Teams: Einflüsse auf Wissensaustausch und Identifikation
The relationships between team process variables and conflict types - a systematic review
The increasing use of teams within organizational contexts has led to a significant stream of literature examining the impact and consequences of intra-group conflicts on team outcomes. The purpose of this review is to identify and analyze process factors and emergent states in conflict research in terms of their impact on the relationship between conflict types (task, relationship, process and interest-based) and team effectiveness. A systematic literature search was conducted resulting in 182 articles included in the second screening. The preliminary results indicate different process factors and emergent states like conflict management styles and team cohesion. The results of the review give an overview of the process variables in conflicts and can be used to identify key factors for managing conflicts within teams. Furthermore, it can guide the development of interventions and training programs.
Exploring nonverbal behavior and collaborative group engagement in online learning groups
In an explorative field study, we investigated nonverbal behavior and collaborative group engagement (QCGE) in online learning groups. Participants in small groups performed a hidden profile task. Results suggests differences within and between groups in their nonverbal behavior. We expect that nonverbal behaviors relate to QCGE in online learning groups.