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IntroductionResearchers in the learning sciences have been considering methods of analysing and representing group-level temporal data, particularly discourse analysis, in Computed Supported Collaborative Learning for many years.MethodsThis paper compares two methods used to analyse and represent connections in discourse, Discrete Time Markov Chains and Epistemic Network Analysis. We illustrate both methods by comparing group-level discourse using the same coded dataset of 15 high school students who engaged in group work. The groups were based on the tools they used namely the computer, iPad, or Interactive Whiteboard group. The aim here is not to advocate for a particular method but to investigate each method’s affordances.ResultsThe results indicate that both methods are relevant in evaluating the code connection within each group. In both cases, the techniques have supported the analysis of cognitive connections by representing frequent co-occurrences of concepts in a given segment of discourse.DiscussionAs the affordances of both methods vary, practitioners may consider both to gain insight into what each technique can allow them to conclude about the group dynamics and collaborative learning processes to close the loop for learners.

There are few studies examining the wellbeing of Australian school-based psychologists/counsellors (SPCs) despite the research indicating there are unique stressors associated with the role. The purpose of this study was to measure the stress perceived by working Australian SPCs. Data were collected via an online survey within which the Perceived Stress Scale -- 10 item version (PSS-10) was embedded. Mean global stress for 162 participants was calculated then compared with the general population and a previous cohort of Australian SPCs. Four variables of influence were also statistically analysed: school level, years of experience, amount of time participating in supervision and alignment with two differing professional identity statements -- 'I see myself as an educator with a counselling/psychology specialisation' or 'as a psychologist/counsellor who works in an education setting'. Moderate-high frequency of stress, in excess of the general population and stress levels reported previously, was found. No significant relationships were found between stress and school level, years of experience or professional identity. A negative relationship was found between stress and the amount of supervision received. The level of stress experienced by Australian SPCs warrants that policies and practices monitor and protect Australian SPC wellbeing.