Modern observational research implies many technical questions about the right tool use. In this work we aim to introduce the application of ethological procedures of observation to the complex social interaction of the human species (Homo sapiens). Given computerized methods of data like The Observer Video-Pro [4], the major goals of this eco-ethological study are: to report the interactions of a small group at work during a collaborative learning task; to construct an ethological catalogue of student-student socio-cognitive interactions; and to analyze the temporal structure of sequences of student-student behaviors.

As we are interested in collaborative learning settings, we provide illustrative material from student-student interactions of a behaviour setting using categories of observation taken from our exploratory study. From this viewpoint, 4th grade university students were encouraged to explore collaboratively the software Biota [1], a BioQUEST Library Collection [2] module, which permits them to experience Biology as a problem solving activity [7] in a new social learning environment. The method of sampling was that of focal sampling and the method of recording was that of continuous recording [3]. Videos of student-student acting out during the problem solving cooperative activity were obtained with The Observer Video-Pro system [5, 6].

In this exploratory study, we establish a first approach to a category system of the students' collaborative learning strategies. With this qualitative picture obtained from our partial ethogram, we have quantified those social interactions. The Observer provides a highly efficient tool for the exploratory analysis of observational data. The data was first analysed with the "time-event plot" which gave us a graphic layout: learning behaviours were plotted against elapsed time. Secondly, through elementary statistics we search for (a) percentage of frequently occurring learning behaviours; (b) percentage of co-occurring events. Finally, in order to calculate frequencies of transition between pairs of learning behaviours, we used a lag sequential analysis method.

We discuss how The Observer, a menu-based software package, can be helpful to collect behavioural data in educational behaviour settings such as a classroom. It can be used to record interactions in a "focus group" of co-operative learning during a problem-solving activity.

References

1. Danbury, J.; Jones, B.; Kruper, J.; Lichtenstein, J.; Nelson, E.; Schank, J.; Weil, J.; Wimsatt, B. (1993). The Biota. A Simulation of Inter-Species Interactions in a Diverse Environment. In BioQUEST Library CD-ROM (1994). University of Maryland: ePress Project, Academic Software Development Group.
2. Jungck, J.R. (Ed.) (1998-1999). The BioQUEST Library, Volume V. San Diego: Academic Press.
3. Martin, P.; Bateson, P. (1993). Measuring Behaviour: An Introductory Guide (second edition). Cambridge: Cambridge University Press.
4. Noldus, L.P.J.J.; Trienes, R.J.H.; Hendriksen, A.H.M.; Jansen, H.; Jansen, R.G. (2000). The Observer Video-Pro: new software for the collection, management and presentation of time-structured data from videotapes and digital media files. Behavior Research Methods, Instruments & Computers, 32, 197-206.
5. Noldus Information Technology (1995). The Observer, Base package for Windows. Reference Manual, Version 3.0 Edition. Wageningen: The Netherlands.
6. Noldus Information Technology (1997). The Observer, Support Package for Video Analysis. Reference Manual, Version 4.0 for Windows Edition. Wageningen: The Netherlands.
7. Stewart, J.; Jungck, J.R. (1994). Problem-Posing, Problem-Solving, and Persuasion in Biological Investigations. University of Maryland: ePress Project, Academic Software Development Group.

© 2000 Noldus Information Technology b.v.