期刊
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
卷 16, 期 2, 页码 261-287出版社
SPRINGER
DOI: 10.1007/s11412-021-09347-5
关键词
Teacher support; Small group collaboration; Science inquiry; Technology; Affect; Social network analysis
资金
- University of Turku (UTU)
- Academy of Finland [274117]
- Jenny and Antti Wihuri Foundation
- Turku University Central Hospital
- Academy of Finland (AKA) [274117, 274117] Funding Source: Academy of Finland (AKA)
This study examines the real-time shifts of teacher guidance and support during computer-supported collaborative inquiry learning in science classrooms, revealing differences between teacher perceptions and group outcomes. Teacher affect is influenced by student affect, emphasizing the importance of reciprocal perceptions between teachers and students in understanding the teacher's role in collaborative learning.
Technology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher's role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers' guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers' self-perceptions of their guidance and affect were supplemented with students' self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups' prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers' role in collaborative learning.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据