Working on Understanding During Collaborative Online Reading

Kiili, Carita; Laurinen, Leena; Marttunen, Miika; Leu, Donald J.

doi:10.1177/1086296x12457166

Cited by 75 publications

(63 citation statements)

References 49 publications

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“…Literature review 2.1. Collaborative reading annotation for enhancing reading performance Kiili, Laurinen, Marttunen, and Leu (2012) claimed that analogous with collaborative learning, collaborative reading is a socially contextualized form of reading, it takes place with at least one other person, and it includes a process in which meaning and knowledge are jointly constructed through text-based discussion. Their study explored collaborative reading as an activity with the potential for the co-construction of both meaning and knowledge.…”

Section: Introductionmentioning

confidence: 99%

Forecasting reading anxiety for promoting English-language reading performance based on reading annotation behavior

Chen

Wang

Chen

et al. 2014

Interactive Learning Environments

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To reduce effectively the reading anxiety of learners while reading English articles, a C4.5 decision tree, a widely used data mining technique, was used to develop a personalized reading anxiety prediction model (PRAPM) based on individual learners' reading annotation behavior in a collaborative digital reading annotation system (CDRAS). In addition to forecasting immediately the reading anxiety levels of learners, the proposed PRAPM can be used to identify the key factors that cause reading anxiety based on the fired prediction rules determined by the developed decision tree. By understanding these key factors that cause reading anxiety, instructors can apply reading strategies to reduce reading anxiety, thus promoting English-language reading performance. To assess whether the proposed PRAPM can assist instructors in reducing the reading anxiety of learners, this study applies the quasi-experimental method to compare the learning performance of three learning groups, which are, respectively, supported by a CDRAS with individual annotations, collaborative annotations, and collaborative annotations with online instructor's support to reduce reading anxiety by the proposed PRAPM. The instructional experiment was conducted on Grade 7 students at Taipei Municipal Wan-Fang high school. Experimental results indicate that the average correct prediction rate of the proposed PRAPM in identifying the reading anxiety levels of learners was as high as 70%. Moreover, analytical results show that the collaborative annotation with online instructor's support for reducing reading anxiety by the proposed PRAPM indeed helps learners reduce reading anxiety, particularly for the male learners, showing that gender difference exists. Furthermore, based on online instructor's support for reducing reading anxiety by the proposed PRAPM, the correlation analysis also shows that the online instructor's interaction with the male learners is significantly correlated with the reading anxiety reduction. Furthermore, English-language learning performance of the three learners groups, which were given a CDRAS with different learning mechanisms, was significantly promoted.Interactive Learning Environments, 2014 http://dx.

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Section: Introductionmentioning

confidence: 99%

Forecasting reading anxiety for promoting English-language reading performance based on reading annotation behavior

Chen

Wang

Chen

et al. 2014

Interactive Learning Environments

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“…Et slikt design kan gi informasjon om deltakeres tankerekker og refleksjoner i praktisk oppgaveløsning, samt gi tilgang til interaksjon mellom mennesker og tekster i lokal kontekst (Ericsson & Simon, 1998), enten suksessivt eller samtidig (Kiili, Laurinen, Marttunen, & Leu, 2012). Vektlegging av samarbeidslesing gjorde det dessuten mulig å skille mellom strategier for individuell meningsskaping på den ene siden, og sosiale strategier for kollektiv meningsskaping 7 på den andre (Oxford & Crookall, 1989).…”

Section: Datainnsamlingunclassified

Juridisk literacy i skolen. Ikke-juristers lovtekstlesing og rettsanvendelse

Fjørtoft

Vatn²,

Eriksen³

2017

NJLR

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Lovtekster regulerer viktige samfunnsområder, og anvendes som verktøy for å utøve skjønn og ta avgjørelser i ulike virksomheter. Artikkelen undersøker hvordan opplaeringslova (lov om grunnskolen og den vidaregåande opplaeringa) forstås og anvendes i hverdagen av henholdsvis skoleledere, foreldrerepresentanter ved en norsk ungdomsskole og skolefaglige ansatte i samme kommune. Gjennom gruppeintervjuer med høyttenkningsmetode undersøkes deltakernes erfaringer med bruk av lovtekstene, lesestrategier og refleksjoner over selve leseprosessen. Studien finner at lesere med lav kjennskap til juridiske tekster primaert anvender sosiale strategier for å forstå: De spør om hjelp i sin profesjonelle eller private omgangskrets. Bare unntaksvis anvender de tekstbaserte strategier (lesing av andre rettskilder). Ikke-jurister er derfor avhengige av veiledning for å håndtere juridiske problemstillinger. Slik støtte er imidlertid ujevnt fordelt geografisk og befolkningsmessig. Et annet funn er at de intervjuede opplever en økende rettsliggjøring, og at dette fører til en ny bevissthet om juridiske spørsmål. Nøkkelord: Lovtekster; tolkningsfellesskap; forvaltning; leseforståelse; lesing i arbeidslivet AbstractLegal texts regulate key aspects of society, and are used as tools for exercising discretion and decision-making in various professional contexts. This paper investigates how the Norwegian Education Act is understood and applied in everyday contexts by school leaders and parent representatives at a Norwegian lower secondary school, as well as school administrators at the municipality level. Through group interviews and using a think-aloud procedure, participants' experiences and use of legal texts, reading strategies, and reflections on reading legal texts are explored. The study finds that readers with little knowledge of legal texts primarily use social strategies to comprehend the text; they ask for help in their immediate personal and professional networks. Only rarely do they employ text-based strategies (reading other legal sources). As laypersons, they therefore rely on support and guidance in order to solve legal problems. Such support, however, is unevenly distributed in the population. Furthermore, the interviewees' experience was that the educational system is characterized by an increasing reliance on legal procedures, leading to a heightened consciousness for legal questions.

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“…Student A who shares responses based on acquiring specific facts from a text models that process for Student B, who infers the larger points of a text, while Student B models inferring larger points for Student A, who is focusing on facts (Coiro, Castek, & Guzniczak, 2011). And given differences in students' digital skills, students benefit from collaboration in which peers with advanced digital skills model use of their skills for other peers (Henry, Castek, Zawilinski, & O'Byrne, 2012;Kiili, Laurinen, Marttunen, & Leu, 2012).…”

Section: Collaborationmentioning

confidence: 99%