The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. online discussion) in computer-supported collabo-rative learning (CSCL) on student knowledge construction. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. This study used a sequential setup to investigate the consecutive effects of timing of supportive information presentation (information before vs. The findings indicate that the group problem-solving process can be enhanced with the use of multi-touch tables, although students may need support in using the technology effectively to support their collaborative reasoning. Examples from three groups are used to explore the different ways the table was used as an external representation of the groups’ processes. Results indicate that of the 13 groups who solved or nearly solved the problem, 12 used the table to represent their reasoning process, while only four groups who used the table to support their reasoning process did not solve the problem.
Video data from 24 groups of students working on a logic reasoning problem was examined to identify their levels of reasoning about the task, and how they used the table to support their reasoning. In this paper, we explore how large multi-touch tables can be used by groups of students as an external representation of their group interaction processes. Multi-touch surfaces have the potential to change the nature of computer-supported collaborative learning, allowing more equitable access to shared digital content. These features of the multi-touch surface therefore appear to support effective interaction between the pupils. Some of these features appear to provide new opportunities for collaboration and interaction,which were different from the interactions observed in the paper-based groups. Analysis suggests that the design and capabilities of the multi-touch technology offers some key features that supported the collaboration and interaction of the participants, particularly in the early stages of the task. Their interaction using traditional resources was compared with their interaction when using a multi-touch table. In this study, small groups of 10- to 11-year-old children undertook a history task where they had to connect various pieces of information about a mining accident to reach a consensus about who had been responsible. These cookies track how you use our website in order to contact you through different sales and marketing activities.The development of multi-touch tables, an emerging technology for classroom learning, offers valuable opportunities to explore how its features can be designed to support effective collaboration in schools. Vqa_vid, vq_utm_source, vq_utm_term, vq_utm_medium, vq_initial_source These cookies track how you use our website in order to contact you through different sales and marketing activities. Further information: LinkedIn Cookie Policies These cookies track how you use our website in order to show you relevant advertising on the LinkedIn advertising network. Further information: Twitter Cookie Policies These cookies track how you use our website in order to show you relevant advertising on the Twitter advertising network. Further information: Facebook Cookie Policies These cookies track how you use our website in order to show you relevant advertising on the Facebook advertising network.
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