Tensions between teachers' and pupils' perspectives during collaborative learning do not take the form of antagonistic struggles¶

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? Although tensions exist between teacher and pupil perspectives, the analyzed episodes show these do not take the form of antagonistic struggles. → 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

The paper's second stated argument, from close analysis of teacher-pupil episodes in the storyboarding lessons: "there may be tensions between the perspectives of teachers and pupils" yet not antagonistic struggles.

"although there may be tensions between the perspectives of teachers and pupils these do not take the form of antagonistic strugg les"

Discussion¶

Related Claims¶

• Pupils often neglected the caption box although they were aware of it, displaying a divergent orientation to the teacher's aims
• During collaborative learning with computers, teachers' concerns of classroom management and pedagogy are typically intertwined
• OpenSciEd curriculum design goals, especially coherence from the student perspective, come into tension during unit design — related
• When correcting pupil work, the teacher revoices rather than dismisses pupils' solutions, challenging them toward more sophisticated ones — related
• Making rounds minimizes off-task behaviour because pupils monitor for the teacher's approach and adjust their behaviour — related
• Teacher guidance plays a significant mediating role in collaborative-learning classroom outcomes — related