Making rounds: The routine work of the teacher during collaborative learning with computers

Greiffenhagen, Christian

doi:10.1007/s11412-011-9134-8

Cited by 59 publications

(53 citation statements)

References 56 publications

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“…Greiffenhagen 2012;Koschmann 2013;Lymer et al 2009;Stahl 2012), the present study contribute to the field with empirically grounded findings regarding how collaborative video analyses, as jointly performed by teachers and students during the post-simulation debriefings, brought attention to certain aspects of the students' interprofessional teamwork. 1 The empirical material of this study consists of recordings of 40 video-supported debriefings.…”

Section: Investigating the Concrete Use Of Video For Collaborative Lementioning

confidence: 68%

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

Johansson

Lindwall

Rystedt

2017

Intern. J. Comput.-Support. Collab. Learn

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Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the debriefings, short video-recorded sequences of the students' collaboration in the scenarios were shown, after which the facilitators asked the students questions about the teamwork and their performance as displayed in these sequences. The aim of the study is to show: a) how the video is consequential for the ways in which the students talk about the teamwork and their own performance; b) how the facilitators' questions guide the students' contributions and collaborative sense making of prior events. Regularly, the facilitators' questions were posed in terms of Bseeing^. The design and sequential environment of the questions made it relevant for the students to comment on how the displayed situations appeared audiovisually and how these appearances contrasted with their experiences from the situation. In this way, the video enabled the students to talk about their own conduct, including their collaboration with their peers, from a third-person perspective. The study highlights the central role of instructions and instructional questions in the debriefings, how the video was used to make the students reconceptualise their performance together with others, and the importance of contributions from fellow students.

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Section: Investigating the Concrete Use Of Video For Collaborative Lementioning

confidence: 68%

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

Johansson

Lindwall

Rystedt

2017

Intern. J. Comput.-Support. Collab. Learn

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“…The role of a teacher intervention in the technology-driven learning process, however, remains an area requiring more exploration (Greiffenhagen, 2012;Urhahne et al, 2010;Webb et al, 2009). Research suggests that teachers tend to work with individual students or small groups rather than do whole-class teaching (Chin & Hortin, 1993;David, 1991).…”

Section: Research On Support Components Of Students' Learningmentioning

confidence: 99%

The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

Engeness

Edwards

2016

Scandinavian Journal of Educational Research

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The relationship between the different mediational means for supporting students' learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin's conceptualisation of learning processes. Findings show that digital tools, task design, peer collaboration, and teacher's interventions dialectically interplay to shape how learners use mediational means: (1) digital tools are the resources that enable students to explicate their (mis)understandings; (2) compare-and-contrast tasks promote analytical thinking; (3) peers present themselves as resources who promote development of conceptual understanding; (4) the teacher guides learners' attention towards the potential of the mediational resources, elicits, organises, and structures students' knowledge. The dialectical interplay of these mediational means creates a system that supports and guides students' learning. ARTICLE HISTORY

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“…Research has focused on teacher/small-group interaction (Gillies & Boyle, 2008;Greiffenhagen, 2012) and on the role of the teacher in leading whole-class discussion in order to bring a learning activity to a close with a plenary (Lampert, 1990). The intermediate stage of teacher intervention during small-group working has not been studied in depth.…”

Section: Post-active Phasementioning

confidence: 99%

Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration

Joyce-Gibbons

2016

Technology, Pedagogy and Education

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Mini-plenaries, the shift in discussion from group to class and then back to group during the course of a small-group collaborative activity, have long been part of the repertoire of teachers. Despite this, they are not considered in detail in the research into teacher orchestration or classroom interaction. This article explores the behaviours of two teachers prior to their decision to initiate a miniplenary. It considers the impact of technology and classroom conditions on this decision. It also looks at the impact of mini-plenaries on student learning and discusses what the initiation of a mini-plenary may signify within the current theoretical framing of classroom orchestration and teacher-student interaction.

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Making rounds: The routine work of the teacher during collaborative learning with computers

Cited by 59 publications

References 56 publications

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration

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