Emergent leadership did not differ between multi-touch table and paper conditions in study one¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The number and types of leadership moves were almost identical across multi-touch and paper conditions, indicating the technology did not obviously influence leadership behaviors. → E. M. Mercier 2014

Evidence¶

E. M. Mercier 2014¶

E. M. Mercier, S. E. Higgins, Laura da Costa. (2014). Different leaders: Emergent organizational and intellectual leadership in children's collaborative learning groups. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-014-9201-z

q2 · i? · causal · r2

Comparison of leadership moves by task (math or history) and condition (multi-touch or paper) in study one, with descriptive statistics presented in Table 3. The article reports the number of moves "was almost identical across conditions."

"Results indicate that the number of moves was almost identical across conditions, indicating that the technology did not have an obvious influence on the leadership behaviors of group members."

Discussion¶

Related Claims¶

• Distinct intellectual and organizational emergent leader roles, taken by different students, can be identified in about half of collaborative groups
• Some groups had an intellectual leader without an organizational leader, but no group had an organizational leader without an intellectual leader
• Leadership moves are distributed among members of children's collaborative learning groups rather than concentrated in a single leader
• A collaboration kit with joint and private multi-touch table spaces outperformed comparison groups, showing less biased communication and more collaborative processes.
• Leadership in collaborative learning is an interactional group phenomenon requiring bids to be taken up — a broader claim this one bears on
• Without assigned roles, all group members generally participate in many core dimensions of group leadership, which emerges as an interactive group phenomenon — related
• Patterns of emergent leadership differed across disciplinary content areas, with some students leading in math but not history — related