Flowing Toward Correct Contributions During Group Problem Solving: A Statistical Discourse Analysis

@article{Chiu2008FlowingTC,
  title={Flowing Toward Correct Contributions During Group Problem Solving: A Statistical Discourse Analysis},
  author={Ming Ming Chiu},
  journal={Journal of the Learning Sciences},
  year={2008},
  volume={17},
  pages={415 - 463}
}
  • M. Chiu
  • Published 21 July 2008
  • Psychology
  • Journal of the Learning Sciences
Groups that created more correct ideas (correct contributions or CCs) might be more likely to solve a problem, and students' recent actions (micro-time context) might aid CC creation. 80 high school students worked in groups of 4 on an algebra problem. Groups with higher mathematics grades or more CCs were more likely to solve the problem. Dynamic multilevel analysis statistically identified watersheds (breakpoints) that divided each group's conversation into distinct time periods with many CCs… 
Statistically Modelling Effects of Dynamic Processes on Outcomes: An Example of Discourse Sequences and Group Solutions
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This procedure can help test a comprehensive model of how learning processes or their temporal sequences are related to learning outcomes at the turn-, time period-, individual-, group-, class-, and school-levels.
Statistical Discourse Analysis of a Role-Based Online Discussion Forum: Patterns of Knowledge Construction
  • A. Wise, M. Chiu
  • Sociology
    2012 45th Hawaii International Conference on System Sciences
  • 2012
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The results indicate that most online discussions had a single pivotal post separating the discussion into two distinct segments: the first dominated by a lower KC phase, the seconddominated by a higher KC phase.
Collaborative argumentation and justifications: A statistical discourse analysis of online discussions
Statistical Discourse Analysis: Testing Educational Hypotheses with Large Datasets of Electronic Discourse
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Analysis of social cues in 894 messages posted by 183 students during 60 online asynchronous discussions showed that disagreements increased negative social cues, supporting the hypothesis that participants did not save face during disagreements, but attacked face.
Analyzing temporal patterns of knowledge construction in a role-based online discussion
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The results indicate that most online discussions had a single pivotal post separating the discussion into two distinct segments, which provides empirical evidence supporting the progressive nature of the KC process, but not the necessity of the full five-phase sequence.
Accuracy and Idea Consideration: A Study of Small-Group Interaction in Biology
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Both accuracy and idea building predicted one's ability to steer the conversation, and the critical role of immediate discourse in group learning was highlighted.
Predicting social cues during online discussions: Effects of evaluations and knowledge content
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