Journal Article10.1111/1468-5914.00118
Group Problem-Solving Processes: Social Interactions and Individual Actions
TL;DR: In this paper, the authors introduce a framework for analyzing sequences of group members' actions, including supportive, critical, unresponsive, knowledge content (contribution, repetition, null), and invitational form (command, question, statement) with specific functions and conditions of use.
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Abstract: To help consider why some groups solve problems successfully but others do not, this article introduces a framework for analyzing sequences of group members' actions. The dimensions of evaluation of the previous action (supportive, critical, unresponsive), knowledge content (contribution, repetition, null), and invitational form (command, question, statement) organize twenty-seven individual actions, each with specific functions and conditions of use. Evaluations, repetitions and invitational forms link actions together to create coherent social interactions, and thereby serve as possible quantitative measures of collaboration quality. Specific individual action also helps constitute specific social interactions. Six types of social interactions that occur during group problem-solving are organized by problem knowledge distribution (no one knows a problem approach, some know, or everyone knows) and degree of cooperation (independent or cooperative), This framework's mutually exclusive categories and multi-function individual actions allow statistical analyses of many group interactions both in their entirety and in fine detail.
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Figures
Table 1. Relationships between collaboration roles, strategies, and individual actions. Each role includes particular strategies that collaborators can implement through specific actions. 
Figure 1. Properties along three dimensions for organizing different types of individual actions: evaluation of the previous action (supportive, critical, unresponsive), knowledge content (contribution, repetition, null), and invitational form (command, question, statement).
Citations
The teacher's role in implementing cooperative learning in the classroom
Robyn M. Gillies,Adrian F. Ashman,Jan Terwel +2 more
- 01 Jan 2008
TL;DR: The Teacher's Role in Implementing Cooperative Learning in the Classroom as discussed by the authors provides a comprehensive overview of the challenges and issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice.
Flowing toward Correct Contributions during Group Problem Solving: A Statistical Discourse Analysis
TL;DR: This paper found that 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.
195
Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions?
Ming Ming Chiu,Lawrence Khoo +1 more
TL;DR: In this article, a new statistical method for analyzing group processes was used to analyze predictors of agreement and solution score in groups of four high school students who were videotaped doing an algebra problem.
136
Effects of argumentation on group micro-creativity: Statistical discourse analyses of algebra students’ collaborative problem solving
TL;DR: This article found that students who behaved rudely (rude disagreements, commands) showed less micro-creativity (−15% and −9%) than those who behaved politely (polite disagreements, questions/statements).
121
Online Discussion Processes: Effects of Earlier Messages’ Evaluations, Knowledge Content, Social Cues and Personal Information on Later Messages
Gaowei Chen,Ming Ming Chiu +1 more
- 05 Jul 2006
TL;DR: Analysis of 131 messages covering seven topics in the math forum of a university bulletin board system (BBS) Web site showed that, disagreement or contribution in the previous message increased the likelihoods of disagreements and social cue displays in the current message.
115
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