Pupils often neglected the caption box although they were aware of it, displaying a divergent orientation to the teacher's aims¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pupils' omission of the caption box reflected a difference in orientation to what was important, not unawareness of the requirement. → Christian Greiffenhagen 2011

Evidence¶

Christian Greiffenhagen 2011¶

Christian Greiffenhagen. (2011). Making Rounds: the routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning (forthcoming). https://doi.org/10.1007/s11412-011-9134-8

q2 · i? · qualitative · r2

Video-fragment analysis across lessons shows pupils repeatedly leaving the caption box empty; in one fragment a pupil pre-empts criticism by admitting "they still have to write" their reasons. The paper concludes "sometimes what pupils deemed interesting diverged from the teacher's educational aims".

"although pupils often did not write in the caption box, it was not that they were not aware of this aspect of the task"

Discussion¶

The caption box is part of the kar2ouche storyboarding tool the pupils were using, where it was meant to hold their reasons for each frame.

Related Claims¶

• Tensions between teachers' and pupils' perspectives during collaborative learning do not take the form of antagonistic struggles
• During collaborative learning with computers, teachers' concerns of classroom management and pedagogy are typically intertwined
• Teacher guidance plays a significant mediating role in collaborative-learning classroom outcomes — related
• When correcting pupil work, the teacher revoices rather than dismisses pupils' solutions, challenging them toward more sophisticated ones — related