Pair interactions in online assessments of collaborative problem solving: case-based portraits

Area of Science:

• Educational Psychology
• Human-Computer Interaction
• Social Sciences

Background:

• Collaborative problem-solving (CPS) is a key 21st-century skill, yet its group dynamics remain underexplored.
• Previous research often focused on individual contributions rather than group-level interaction in CPS.
• Understanding pair-level interactions is crucial for mediating individual cognition and socio-cultural practices in collaborative learning.

Purpose of the Study:

• To investigate how student pairs build shared understanding and CPS practices during online assessments.
• To explore and visualize micro-interaction processes at the pair level using contrasting case studies.
• To extend the focus of CPS research from individual to group-level dynamics, emphasizing social aspects.

Main Methods:

• An exploratory case study design was employed.
• Triangulation of multiple data sources and analysis phases were used due to the complexity of CPS and online collaboration.
• Contrasting case-based portraits of two student pairs were developed to visualize micro-interaction evolution.

Main Results:

• Variations in micro-interactions were observed across pairs, despite similar CPS performance outcomes and task designs.
• Observed variations included individual versus joint solution endeavors and balanced versus unbalanced interaction dynamics.
• Pair-level interaction patterns differed, revealing nuances in how shared understanding and CPS practices are acquired.

Conclusions:

• Pair-level interaction dynamics significantly influence the development of collaborative problem-solving (CPS) practices.
• Micro-interaction analysis provides valuable insights into the social aspects of CPS.
• Findings can inform the development of targeted support strategies for acquiring CPS skills in online environments.