Supporting Purposeful Online Feedback Between Geographically Separated School-Age Students

• In Event: Poster Session 4
  In Poster Session: Instructional Technology SIG Poster Session

Abstract

This paper examines a qualitative case study (reinforced by whole class survey data) of geographically separated 4th/5th grade students interacting virtually. Initiated to explore how online experiences can support and potentially enhance traditional instruction, students used communication tools widespread in digital settings to engage in asynchronous feedback throughout the design process of a green playground. The quality of their threaded discussions and their perceptions of online usefulness compared to past F2F activity hold insightful implications for the analysis, interpretation, and support of students’ talk with both known and unknown others. This includes instructional and structural design of online space and associated tools for these purposes, seeking to more broadly understand purposeful and developmentally appropriate online interaction for younger students.

Author

• Cathleen K. Kim, University of Washington - Seattle