Penelitian ini bertujuan untuk melihat dan mendeskripsikan kemampuan representasi matematis siswa pada materi Persamaan Linier Satu Variabel (PLSV) setelah diterapkan model Collaborative Problem Solving (CPS). Metode penelitian yang digunakan adalah deskriptif dengan analisis data secara kuantitatif kualitatif sesuai indikator matematis. dilaksanakan di SMP Negeri 6 Indralaya Utara kelas VII.1 ...

We have investigated collaborative problem solving in a teaching experiment, which was organized for 32 senior university students in the computerized collaborative problem solving learning environment. The participating teacher was trained by us and students had available kits, interfaces and computers equipped with 8051 micro chip programming tools. Student activities were video recorded and ...

Collaborative problem-solving is often not a sequential process; instead, it can involve tasking switching or dual tasking (i.e., multitasking) activities in that the collaborators need to shift their attention between the targeted problems and the conversations they carry on with their collaborators. It is not known to what extent the multitasking activities increase or decrease collaborators’...

Policy makers often face similar problems, and tackling them is often a social effort, where individuals can share information through network ties about how to solve the problems they face. In particular, it has been amply documented that actors tend to emulate successful others that they observe. We present a simulation demonstrating that more efficient communication can actually lower total ...

This paper investigates the interactions of high and low performing distributed student teams using a set of categories to examine their written communication. The teams were involved in a software development project involving two universities located in different countries. This study tracks the progression and changes in the categories coded for each team’s communication throughout the proje...

This research examines two different kinds of feedback-mechanism to scaffold problem solving as well as interaction in computer-mediated seminars. An automated feedback mechanism has been used to enhance interaction and group wellbeing during computer supported collaborative learning. We tracked individual contribution behaviour as well as learners’ motivation during collaborative problemsolvin...

This research examines two different kinds of feedback-mechanism to scaffold problem solving as well as interaction in an asynchronous PBL course. An automated feedback mechanism has been used to enhance interaction and group well-being during computer supported collaborative learning. We tracked individual contribution behavior as well as learners’ motivation during collaborative problemsolvin...