Printer Friendly

Role of Task-Specific Adapted Feedback on a Computer-Based Collaborative Problem-Solving Task. CSE Report 684.

To read the full text of this article, click here: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED492889

Collaborative problem solving and collaborative skills are considered necessary skills for success in today's world. Collaborative problem solving is defined as problem solving activities that involve interactions among a group of individuals. Large-scale and small-scale assessment programs increasingly use collaborative group tasks in which students work together to solve problems or to accomplish projects. This study attempts to research the role of feedback on a computer-based collaborative problem solving task by extending Hsieh and O'Neil's (2002) computer-based collaborative knowledge mapping study. In their study, groups of students searched a web environment of information to improve a knowledge map. Various types of feedback were investigated. They found that searching has a negative relationship with group outcome (knowledge map scores). By teaching searching and by providing different types of feedback, this study explores the effects of students' teamwork and problem solving processes on students' knowledge mapping performance. Moreover, the effects of two types of feedback (adapted knowledge of response feedback and task-specific adapted knowledge of response feedback) were also investigated. One hundred and twenty college students (60 groups) participated in the main study. The students were randomly assigned either to be a group leader whose responsibility was to construct the map or to be a group searcher whose responsibility was to help the leader construct the map by seeking information and accessing feedback from the Web environment. Results showed that task-specific adapted knowledge of response feedback was significantly more beneficial to group outcome than adapted knowledge of response feedback. In addition, as predicted, for the problem solving process, information seeking including request of feedback, browsing, searching for information and searching using Boolean operators were all significantly related to group outcome for both groups. Lastly, this study confirmed that computer-based performance assessment in collaborative problem solving was effective. The collaboration between team members and individual students' problem solving processes and strategies were effectively recorded by the computers. In addition, the use of computers to assess and report group interaction and students' thinking processes was proven to be more inexpensive a less time consuming than other alternatives. (Contains 4 tables and 2 figures.)

COPYRIGHT 2006 U.S. Department of Education
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2006 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Author:Chuang, San-hui; O'Neil, Harold F.
Publication:ERIC: Reports
Article Type:Report
Geographic Code:1USA
Date:Jun 1, 2006
Words:428
Previous Article:ARL: A Bimonthly Report on Research Library Issues and Actions from ARL, CNI, and SPARC. Number 246.
Next Article:Performance Assessment Models and Tools for Complex Tasks. CSE Technical Report 682.
Topics:

Terms of use | Privacy policy | Copyright © 2019 Farlex, Inc. | Feedback | For webmasters