A cooperative system for collaborative problem solving
CSCL '95 The first international conference on Computer support for collaborative learning
Identifying the support needed in computer-supported collaborative learning systems
CSCL '95 The first international conference on Computer support for collaborative learning
Algebra jam: supporting teamwork and managing roles in a collaborative learning environment
CSCW '00 Proceedings of the 2000 ACM conference on Computer supported cooperative work
Evaluating Collaborative Learning Processes
CRIWG '02 Proceedings of the 8th International Workshop on Groupware: Design, Implementation and Use
Human support in CSCL: what, for whom, and by whom?
What we know about CSCL and implementing it in higher education
Designing Adaptive Interventions for Online Collaborative Modeling
Education and Information Technologies
A layered framework for evaluating on-line collaborative learning interactions
International Journal of Human-Computer Studies
A method for evaluating computer-supported collaborative learning processes
International Journal of Computer Applications in Technology
Going Beyond the Problem Given: How Human Tutors Use Post-Solution Discussions to Support Transfer
International Journal of Artificial Intelligence in Education - "Caring for the Learner" in honour of John Self
Coaching Web-based Collaborative Learning based on Problem Solution Differences and Participation
International Journal of Artificial Intelligence in Education
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We observed eight experienced avionics technicians as they coached collaborating dyads who worked on problems in Sherlock 2, an intelligent tutoring system for avionics. Data analysis focused on: (1) defining the cognitive skill of coaching collaboration, (2) identifying cues that coaches use to detect and diagnose peer interaction impasses, and (3) specifying how coaches remedy these impasses. Coaching collaboration is an extension of the task of mentoring in one-on-one interactions. It involves three levels of diagnosis: diagnosing problems in the task situation, in students' knowledge and problem-solving process, and in peer interactions. One-on-one instructional interactions--e.g., medical rounds consultations between an expert physician and a resident--involve only the first two levels. We describe cues that can signal to a human or automated coach that intervention is necessary and can indicate what the cause of a peer interaction impasse is. During problem solving, the avionics experts tended to focus on giving advice that would keep students on a productive solution path. They seldom addressed problems at the interaction level---e.g., by prompting a student who evidently knew what to do next to help his peer. However, experts and students used the post-practice reflective discussions to more fully address knowledge gaps, misconceptions, and interaction-level problems.