Teacher support with real-time labs requires adaptive expert input that closes cognitive, social, and design gaps¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In CSCL settings with real-time labs, students needed both procedural and conceptual support, and the teacher acted as an adaptive expert closing cognitive, social, and design gaps. → Sten Ludvigsen 2018

Evidence¶

Sten Ludvigsen 2018¶

Sten Ludvigsen, Ulrike Cress, Carolyn P. Rosé, Nancy Law, & Gerry Stahl. (2018). Developing understanding beyond the given knowledge and new methodologies for analyses in CSCL. International Journal of Computer-Supported Collaborative Learning, 13, 359–364. https://doi.org/10.1007/s11412-018-9291-0

q2 · i? · review · r1

The editorial reports, from Ingulfsen et al.'s detailed interaction analysis of an ocean acidification experiment with real-time labs, that students struggling with graphs needed "both procedural and conceptual support" and that the teacher used "eliciting and elaboration strategies" and contextual guidance.

"The teacher serves as an adaptive expert whose input closed cognitive, social, and design gaps in order to support the students’ understanding of real-time labs."

Discussion¶

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