The present study aims to explore the behavioral
patterns of the social knowledge construction process and
the online searching behaviors in a collaborative problem
solving learning activity for high school students, and
further compares the different behavioral patterns of the
high- and low-performing teams. A total of 78 high school
students from two schools participated. This study applied
sequential analysis to analyze the students’ social knowledge
construction and online searching behavior from a
large amount of screen-recording data. Interestingly, the
results indicate that social interaction that is irrelevant to
the discussion task is significantly correlated with academic-
related discussion content. Reaching a higher cognitive
level of social knowledge construction (e.g.,
reaching agreement or applying newly constructed meaning)
contributes to a successful team project. For online
searching behavior, the high-performing teams exhibited
systematic online searching behavior and concentrated on
the task, while the low-performing teams displayed chaotic
searching behavior and were distracted from the task at
hand, and seemed to rarely propose their searched results or
ideas in their discussions. Based on the results, several
possible explanations and suggestions are proposed
including the need to promote more adaptive motivation
and to provide scaffolding for collaborative skills.

EB00000002168K

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• Analyzing the Social Knowledge Construction and Online Searching Behavior of High School Learners During a Collaborative Problem Solving Learning Activity: a Multi- Dimensional Behavioral Pattern Analysis