Using a semantic diagram to structure a collaborative problem solving process in the classroom

2016 ◽  
Vol 64 (6) ◽  
pp. 1207-1225 ◽  
Author(s):  
Huiying Cai ◽  
Lin Lin ◽  
Xiaoqing Gu
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Problem Solving Process

Adaptive teaching interventions in collaborative problem-solving processes

2019 ◽  
pp. 159-171
Author(s):  
Sarina Scharnberg
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Limited Knowledge ◽  
Collaborative Problem ◽  
Adaptive Teaching ◽  
Research Gap ◽  
Teaching Interventions ◽  
Problem Solving Process ◽  
Support Students

Even though there exists limited knowledge on how exactly students acquire problem-solving competences, researchers agree that adaptive teaching interventions have the potential to support students‘ autonomous problem-solving processes. However, most recent research aims at analyzing the characteristics of teaching interventions rather than the interventions’ effects on the students’ problem-solving process. The study in this paper addresses this research gap by focusing not only on the teaching interventions themselves, but also on the students’ collaborative problem-solving processes just before and just after the interventions. The aim of the study is to analyze the interventions‘ effect on the learners’ integrated problem-solving processes.

Fantastic four! Problem-solving processes of a professional string quartet

2021 ◽  
pp. 030573562199874
Author(s):  
Rebecca A Roesler
Keyword(s):  
Problem Solving ◽  
String Quartet ◽  
Domain Knowledge ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Leadership Roles ◽  
Collaborative Problem ◽  
Problem Solving Process ◽  
Musical Context ◽  
Problem Solving Behavior

The purpose of this study was to provide a rich multi-dimensional view of expert musical collaborative problem-solving processes. I analyzed the collaborative problem-solving process during three subsequent rehearsals by a professional string quartet, applying Roesler’s (2016) model of musical problem-solving components. As Roesler observed with shared problem solving during one-to-one instruction, problem-solving components were enacted by and distributed among members of the quartet in any combination. In addition, quartet members prompted problem-solving behavior from one another in a similar way that teachers prompted problem-solving behavior from students (Roesler, 2017). Leadership roles shifted fluidly among quartet members from moment to moment. Domain knowledge and musical context were a critical component of their decision-making process. Additional observed rehearsal strategies are outlined. Suggestions for future research and applications of these findings are discussed, including the learning of collaborative problem-solving skill through participation in small musical ensembles.

scholarly journals On the Use of Issue Tracking Annotations for Improving Developer Activity Metrics

2010 ◽  
Vol 2010 ◽  
pp. 1-9 ◽  
Author(s):  
Andrew Meneely ◽  
Laurie Williams
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Version Control ◽  
Valuable Insight ◽  
Tracking Systems ◽  
Software Projects ◽  
Collaborative Problem ◽  
Control Change ◽  
Problem Solving Process ◽  
Insight Into

Understanding and measuring how teams of developers collaborate on software projects can provide valuable insight into the software development process. Currently, researchers and practitioners measure developer collaboration with social networks constructed from version control logs. Version control change logs, however, do not tell the whole story. The collaborative problem-solving process is also documented in the issue tracking systems that record solutions to failures, feature requests, or other development tasks. We propose two annotations to be used in issue tracking systems: solution originator and solution approver. We annotated which developers were originators or approvers of the solution to 602 issues from the OpenMRS healthcare system. We used these annotations to augment the version control logs and found 47 more contributors to the OpenMRS project than the original 40 found in the version control logs. Using social network analysis, we found that approvers are likely to score high in centrality and hierarchical clustering. Our results indicate that our two issue tracking annotations identify project collaborators that version control logs miss. Thus, issue tracking annotations are an improvement in developer activity metrics that strengthen the connection between what we can measure in the project development artifacts and the team's collaborative problem-solving process.

Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process

2017 ◽  
Vol 56 (4) ◽  
pp. 513-537 ◽  
Author(s):  
Aliye Karabulut-Ilgu ◽  
Suhan Yao ◽  
Peter Savolainen ◽  
Charles Jahren
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Student Perspectives ◽  
Collaborative Problem Solving ◽  
Problem Analysis ◽  
Transportation Engineering ◽  
Collaborative Problem ◽  
Course Grades ◽  
Group Interviews ◽  
Problem Solving Process

The flipped-classroom approach has gained increasing popularity and interest in engineering education. The purpose of this study was to investigate (a) student perspectives on the flipped-classroom approach in a transportation-engineering course and (b) how students used the in-class time dedicated to collaborative problem solving. To this end, the study adopted a mixed-methods approach. Quantitative data included an end-of-semester survey and student course grades. Qualitative data included information from focus-group interviews with students and video recordings that demonstrated selected groups’ problem-solving processes. The results indicated that students found their flipped-classroom experience to be generally positive. Students were shown to engage in five types of behaviors during collaborative problem solving: problem analysis or understanding, individually working on problems, comparing individual work, interacting with peers, and interacting with the instructor.

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