“I thought we said”: Perceived peer support, discourse cohesion, and regulation in engineering design

Ha Nguyen; Kyu Yon Lim; Lily Wu; Christian Fischer; Mark Warschauer

“I thought we said”: Perceived peer support, discourse cohesion, and regulation in engineering design

Ha Nguyen, Kyu Yon Lim, Lily Wu, Christian Fischer, Mark Warschauer

Department of Educational Technology

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

There is limited research on how perceived peer network influences student collaboration in project-based instruction. Research based on interviews or content analyses may overlook the semantic structure of discourse. In this study, we combine content analysis with computational linguistics to explore the collaboration patterns of 22 first-year students during face-to-face group design (n = 7,514 conversational turns) in a project-based engineering course. We find that students who reported smaller peer network generally produced discourse that provided new information, but less cohesion, compared to students with perceived median and large peer networks. Overall, students with small networks also engaged in group planning, evaluation, and shared regulation less frequently compared to the other two groups. Findings have implications for adjusting group arrangement in design activities. The study also illustrates the potential of incorporating computational approaches to detecting discourse.

Original language	English
Title of host publication	14th International Conference of the Learning Sciences
Subtitle of host publication	The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
Editors	Melissa Gresalfi, Ilana Seidel Horn
Publisher	International Society of the Learning Sciences (ISLS)
Pages	521-524
Number of pages	4
ISBN (Electronic)	9781732467255
State	Published - 2020
Event	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: 19 Jun 2020 → 23 Jun 2020

Publication series

Name	Computer-Supported Collaborative Learning Conference, CSCL
Volume	1
ISSN (Print)	1573-4552

Conference

Conference	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/Territory	United States
City	Nashville
Period	19/06/20 → 23/06/20

Bibliographical note

Publisher Copyright:
© 2020 International Society of the Learning Sciences (ISLS). All rights reserved.

Cite this

Nguyen, H., Lim, K. Y., Wu, L., Fischer, C., & Warschauer, M. (2020). “I thought we said”: Perceived peer support, discourse cohesion, and regulation in engineering design. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 521-524). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 1). International Society of the Learning Sciences (ISLS).

Nguyen, Ha ; Lim, Kyu Yon ; Wu, Lily et al. / “I thought we said” : Perceived peer support, discourse cohesion, and regulation in engineering design. 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. editor / Melissa Gresalfi ; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. pp. 521-524 (Computer-Supported Collaborative Learning Conference, CSCL).

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title = "“I thought we said”: Perceived peer support, discourse cohesion, and regulation in engineering design",

abstract = "There is limited research on how perceived peer network influences student collaboration in project-based instruction. Research based on interviews or content analyses may overlook the semantic structure of discourse. In this study, we combine content analysis with computational linguistics to explore the collaboration patterns of 22 first-year students during face-to-face group design (n = 7,514 conversational turns) in a project-based engineering course. We find that students who reported smaller peer network generally produced discourse that provided new information, but less cohesion, compared to students with perceived median and large peer networks. Overall, students with small networks also engaged in group planning, evaluation, and shared regulation less frequently compared to the other two groups. Findings have implications for adjusting group arrangement in design activities. The study also illustrates the potential of incorporating computational approaches to detecting discourse.",

author = "Ha Nguyen and Lim, {Kyu Yon} and Lily Wu and Christian Fischer and Mark Warschauer",

note = "Publisher Copyright: {\textcopyright} 2020 International Society of the Learning Sciences (ISLS). All rights reserved.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",

year = "2020",

language = "English",

series = "Computer-Supported Collaborative Learning Conference, CSCL",

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Nguyen, H, Lim, KY, Wu, L, Fischer, C & Warschauer, M 2020, “I thought we said”: Perceived peer support, discourse cohesion, and regulation in engineering design. in M Gresalfi & IS Horn (eds), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. Computer-Supported Collaborative Learning Conference, CSCL, vol. 1, International Society of the Learning Sciences (ISLS), pp. 521-524, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020, Nashville, United States, 19/06/20.

“I thought we said”: Perceived peer support, discourse cohesion, and regulation in engineering design. / Nguyen, Ha; Lim, Kyu Yon; Wu, Lily et al.
14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. ed. / Melissa Gresalfi; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. p. 521-524 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 1).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - There is limited research on how perceived peer network influences student collaboration in project-based instruction. Research based on interviews or content analyses may overlook the semantic structure of discourse. In this study, we combine content analysis with computational linguistics to explore the collaboration patterns of 22 first-year students during face-to-face group design (n = 7,514 conversational turns) in a project-based engineering course. We find that students who reported smaller peer network generally produced discourse that provided new information, but less cohesion, compared to students with perceived median and large peer networks. Overall, students with small networks also engaged in group planning, evaluation, and shared regulation less frequently compared to the other two groups. Findings have implications for adjusting group arrangement in design activities. The study also illustrates the potential of incorporating computational approaches to detecting discourse.

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Nguyen H, Lim KY, Wu L, Fischer C, Warschauer M. “I thought we said”: Perceived peer support, discourse cohesion, and regulation in engineering design. In Gresalfi M, Horn IS, editors, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. International Society of the Learning Sciences (ISLS). 2020. p. 521-524. (Computer-Supported Collaborative Learning Conference, CSCL).

“I thought we said”: Perceived peer support, discourse cohesion, and regulation in engineering design

Abstract

Publication series

Conference

Bibliographical note

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