article

What do students do in a F2F CSCL classroom? The optimization of multiple communications modes

Authors:

Sini TanAuthors Info & Claims

Computers & Education, Volume 55, Issue 3

Pages 1159 - 1170

https://doi.org/10.1016/j.compedu.2010.05.013

Published: 01 November 2010 Publication History

Abstract

This exploratory study analyzes how students use different communication modes to share information, negotiate meaning and construct knowledge in the process of doing a group learning activity in a Primary Grade 5 blended learning environment in Singapore. Small groups of students interacted face-to-face over a computer-mediated communication (CMC) technology called Group Scribbles (GS) to jointly complete a learning task. The lesson designers attempted to optimize the use of CMC technology and face-to-face (F2F) discussion in students' collaborative learning, with the aim of harnessing the specific features of each medium. Building on notions from communication studies and from interaction analysis, we observed the construction and evolution of the interactions through analyzing the artifacts that were produced by a group of students - in verbal talk, gestures, and sketches drawn and text inscribed in GS. F2F and GS interactions intertwined to support collaborative learning. The findings from this study could inform design aspects concerning integrating and reinforcing the strengths of both communication modes when introducing computer-assisted collaborative learning (CSCL) in a F2F classroom.

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cover image Computers & Education

Computers & Education Volume 55, Issue 3

November, 2010

483 pages

ISSN:0360-1315

Issue’s Table of Contents

Copyright © Elsevier Ltd © 2010.

Publisher

Elsevier Science Ltd.

United Kingdom

Publication History

Published: 01 November 2010

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Cited By

Muliyati DSumardani DSiswoyo SBakri FPermana HHandoko ESari N(2022)Development and evaluation of granular simulation for integrating computational thinking into computational physics coursesEducation and Information Technologies10.1007/s10639-021-10724-827:2(2585-2612)Online publication date: 1-Mar-2022
https://dl.acm.org/doi/10.1007/s10639-021-10724-8
Govaerts SHolzer AKocher BVozniuk AGarbinato BGillet D(2018)Blending Digital and Face-to-Face Interaction Using a Co-Located Social Media App in ClassIEEE Transactions on Learning Technologies10.1109/TLT.2018.285680411:4(478-492)Online publication date: 1-Oct-2018
https://dl.acm.org/doi/10.1109/TLT.2018.2856804
Knutas AIkonen JPorras JLaakso MSimon (2013)Communication patterns in collaborative software engineering coursesProceedings of the 13th Koli Calling International Conference on Computing Education Research10.1145/2526968.2526987(169-177)Online publication date: 14-Nov-2013
https://dl.acm.org/doi/10.1145/2526968.2526987
Kharrufa ABalaam MHeslop PLeat DDolan POlivier PMackay WBrewster SBødker S(2013)Tables in the wildProceedings of the SIGCHI Conference on Human Factors in Computing Systems10.1145/2470654.2466130(1021-1030)Online publication date: 27-Apr-2013
https://dl.acm.org/doi/10.1145/2470654.2466130
Padrós ARomero M(2013)Quantitative Approach in Measuring Knowledge Convergence in Serious GamesGames and Learning Alliance10.1007/978-3-319-12157-4_29(354-363)Online publication date: 23-Oct-2013
https://dl.acm.org/doi/10.1007/978-3-319-12157-4_29
Baker MBernard FDumez-Féroc I(2012)Integrating computer-supported collaborative learning into the classroom: the anatomy of a failureJournal of Computer Assisted Learning10.1111/j.1365-2729.2011.00435.x28:2(161-176)Online publication date: 1-Apr-2012
https://dl.acm.org/doi/10.1111/j.1365-2729.2011.00435.x

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