Teacher-Led Class Interventions Can Make the Difference in Computer-Supported Collaborative Science Learning

• In Event: 73.061 - Roundtable Session 32
  In Roundtable Session: 73.061-4 - Advanced Technologies for Learning Roundtable

Abstract

This study investigated the effects of two differently designed classroom scripts that guided the teacher-led interventions during the course of the WISE Climate Change project. 168 students from 10 classes were randomly assigned to either the high-structured condition (more teacher interventions focusing on providing structure and feedback) or the low-structured condition (predominantly group work). Effects were measured on student knowledge integration and student need satisfaction. The results show that pausing the group work during CSCL to provide structure and feedback by the teacher at a whole-classroom plenary level is found to positively affect students’ knowledge integration and students’ need satisfaction. Moreover, the absence of teacher’s class interventions particularly disadvantage the low achieving students in science.

Authors

• Annelies Raes, Ghent University

• Tammy Schellens, Ghent University