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Table 2 The overall analytical framework

From: Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education

Data type Data Analytical methods Analytical purposes
Process data Computer screen recording data (with audio) Social network analysis (SNA) To analyze peer interactions through oral communications and constructions of concept map artifacts
Audio data Content analysis (CA) To analyze the cognitive and metacognitive dimensions of the discourses
Computer screen recording data Clickstream analysis (CSA) To analyze the behavioral dimension of students’ online platform behaviors
Lag sequential analysis (LSA) To analyze transitions of cognitive, metacognitive, and behavioral dimensions
Performance data concept maps and solution write-ups Product analysis (PA) To analyze the final group products of concept maps and write-ups based on previous validated assessment standards
Self-reported data Post-course questionnaire Statistical analysis (SA) To analyze student perceptions about group collaborative quality, student engagement level, and usefulness of the scaffolding