Renew analytic attention to the teacher's work in studies of collaborative learning¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 2 studies (1 associational, 1 qualitative), q2 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

The paper recommends that CSCL research renew its interest in teachers, since detailed accounts of collaborative learning focus almost entirely on pupil interaction and leave the teacher absent. It concludes "it may be time to renew our interest in the work of teachers in the analysis of collaborative learning activities", building on exceptions such as Mercer and Fisher's study of teacher interventions and Roth's study of teacher-pupil interaction.

Design Implications¶

Context¶

Requirements¶

• Video-based studies that record and transcribe teacher-pupil episodes during group work, not only pupil-pupil interaction

Constraints¶

• The paper advocates descriptive analysis of what teachers actually do rather than normative evaluation of their practice

Target Learners¶

• Researchers and analysts of CSCL settings

Target Learning Goals¶

• Understanding how collaborative learning activities are set up, monitored, and shaped in classrooms

Claims¶

• Pupils often neglected the caption box although they were aware of it, displaying a divergent orientation to the teacher's aims [+W]
• During collaborative learning with computers, teachers' concerns of classroom management and pedagogy are typically intertwined [+W]
• When correcting pupil work, the teacher revoices rather than dismisses pupils' solutions, challenging them toward more sophisticated ones [+W]
• Teachers spent most CSCL class time on task management, content knowledge, technical support and observing, with minimal socio-emotional support [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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