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Table 4 Example of verbal reports (CRR data, Laughing Clowns) (translated from Finnish)

From: Pair interactions in online assessments of collaborative problem solving: case-based portraits

 

Task 1: Laughing Clowns

Student A

Well hmm, here, in this exercise I realised at once what it is all about. Uh, maybe I was a bit hasty in the sense that I didn’t read fully this task instruction, that we have some balls in common, but I sort of realised how my computer was functioning. Like one can see it from this, I realised like at once what the task there is. And then I just tried it out a few times how the thing was functioning and reported [gives a laugh] right away. I don’t know whether one could have like [a short laugh] built some cooperation there like so that one would first have like told the instruction in the way one understood it. But well, on the other hand, as I knew who my partner was, I know that [the partner] too is really smart and good at these, so... and then, I just (thought) that she’s likely to get it from there quite quickly as well. This was quite a good warm-up exercise all right, and so. I don’t know if I got the answer right, but I think I did. [pause] and [the partner] might well write this onto chat a bit more smartly, however, how that computer of hers was functioning. As I wrote it in text format like that, so she wrote it this way more elegantly [by using letters and numbers appearing on the clown figure]. Whatever way she wrote it then. At that point I was a little afraid that did she realise that the balls ran out. So then she wrote it this way, a bit more smartly. 03:13; 03:25

(I’m) slightly impatient in these tasks, so well [laughing] it may happen that I keep clicking the Finish button a few times or something like that.

R: This was all. (-) yes.

S: Yes. I had already answered and [the video shows that Student A has already finished but is still waiting for his partner] then you may also need to give a slight hint that should we move on [giving a laugh]. I’m used to do a lot of this kind of problem-solving tasks, but I’ve always done them alone, so this was a challenge in that sense.

Student B

Well my partner (didn’t realise perhaps) that I had checked it. Then there at one point I still tested and then I wrote down where they go, so that if I drop there from L. And then I tried to test the same ones like in those if it goes always like in the same way. But then at some point when those partner’s messages appeared there so then I still tried with those, and then did it at the same time (you know), and then I wrote it down like that [as letters and numbers in chat] so that where they go from those. Because if I just had looked how they go (--) if I drop from L, for instance, so that it will go to number one, so I would not necessarily have remembered it then. And then I wrote it there already, (--), like it will probably go. Yes, then I like, there at the point when I was checking those, so my partner (-) and I realised that the way it is (thought), this R, and then this, this middle one. so then just as that one didn’t go straight, so I like realised it at that point [that the computers were functioning differently]. Then I like confirmed what the outcome was. 05:16; 05:25

Then I was you know [gives a laugh] (--). Or this partner of mine was quicker to write [laughs] than me, Then at times just -

R: [asks something, not audible on tape]

05:50

S: Er, well perhaps not in this exercise, but in later exercises. Then he [the partner] solved them more quickly while, before I managed to solve them, so in the sense that of course I knew that I too was able to solve them and knew how to solve them, but I was still thinking. Like so that I already knew in my mind how it goes, but I hadn’t yet had the time to write it. So then my partner like put how it goes, then I like read the instruction, then I was you know like [nodding] I just hadn’t like written it yet.