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Missed opportunities for learning in collaborative problem-solving interactions

When students attempt to solve problems collaboratively in learning environments they may miss opportunities to use available resources for achieving learning goals. We present an approach to qualitative analysis of such "missed opportunities" ("MOs") in collaborative problem-solving interactions, and discuss how the analysis can contribute to the design of the "CHENE" Computer Supported Collaborative Learning ("CSCL") system, that is used to support physics modelling tasks. Since benefits of collaboration require involvement of both partners, we concentrate on MOs to use one's partner as a resource in achieving goals of co- constructing domain concepts. After presenting analyses of different cases of MOs of this type, we discuss why MOs occur and how they may be identified. In conclusion, we propose a "minimal graded intervention" approach to guidance in CSCL environments that is intended to address the problem of MOs for learning.