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Using Multimodal Discourse Analysis to Identify Patterns of Problem Solving Processes in a Computer-Supported Collaborative Environment

Using Multimodal Discourse Analysis to Identify Patterns of Problem Solving Processes in a Computer-Supported Collaborative Environment

Shannon Kennedy-Clark, Kate Thompson
Copyright: © 2016 |Pages: 25
ISBN13: 9781466696242|ISBN10: 1466696249|EISBN13: 9781466696259
DOI: 10.4018/978-1-4666-9624-2.ch041
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MLA

Kennedy-Clark, Shannon, and Kate Thompson. "Using Multimodal Discourse Analysis to Identify Patterns of Problem Solving Processes in a Computer-Supported Collaborative Environment." Leadership and Personnel Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 923-947. https://doi.org/10.4018/978-1-4666-9624-2.ch041

APA

Kennedy-Clark, S. & Thompson, K. (2016). Using Multimodal Discourse Analysis to Identify Patterns of Problem Solving Processes in a Computer-Supported Collaborative Environment. In I. Management Association (Ed.), Leadership and Personnel Management: Concepts, Methodologies, Tools, and Applications (pp. 923-947). IGI Global. https://doi.org/10.4018/978-1-4666-9624-2.ch041

Chicago

Kennedy-Clark, Shannon, and Kate Thompson. "Using Multimodal Discourse Analysis to Identify Patterns of Problem Solving Processes in a Computer-Supported Collaborative Environment." In Leadership and Personnel Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 923-947. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9624-2.ch041

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Abstract

Recently, there have been calls to undertake deeper analyses of learner interactions in collaborative computer-supported environments, analyses that move beyond code and count, in order to understand collaboration from multiple viewpoints. In this chapter, two analytical approaches are presented, analyzing and interpreting the same conversational data from learners sharing a computer to solve a virtual inquiry. It is proposed that through the combined use of group function analysis and discourse analysis perspectives, a deeper understanding of how learners interacted on both macro and micro levels can be gained. The patterns of successful and non-successful problem solving are established and, from this, factors that may contribute to goal attainment or non-attainment are outlined.

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