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Deconstructing orchestration load: comparing teacher support through mirroring and guiding

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dc.contributor.author Amarasinghe, Ishari
dc.contributor.author Hernández Leo, Davinia
dc.contributor.author Hoppe, H. Ulrich
dc.date.accessioned 2021-08-26T06:53:39Z
dc.date.available 2021-08-26T06:53:39Z
dc.date.issued 2021
dc.identifier.citation Amarasinghe I, Hernández-Leo D, Hoppe HU. Deconstructing orchestration load: comparing teacher support through mirroring and guiding. Int J Comput Support Collab Learn. 2021;16:307-38. DOI: 10.1007/s11412-021-09351-9
dc.identifier.issn 1556-1615
dc.identifier.uri http://hdl.handle.net/10230/48330
dc.description.abstract Under the notion of “CSCL scripts”, different pedagogical models for structuring and supporting collaboration in the classroom have been proposed. We report on a practical experience with scripts based on the Pyramid collaborative learning flow pattern supported by a specific classroom tool and a teacher-facing dashboard that implements mirroring and guiding support. The input data of our analysis stems from recordings of classroom interactions guided by several teachers using the PyramidApp with different levels of teaching support. For the analysis, we introduce a specific coding scheme enabling a quantitative comparison and deeper analysis using epistemic network analysis. The results show that the guiding support enabled teachers to perform more orchestration actions, more targeted interactions and to make more announcements to the class (regarding time, phase transitions, and students’ activity participation) when compared to the mirroring support. Teachers’ actionable differences observed under the mirroring and guiding support directed us to deconstruct the notion of orchestration load into different facets and to discuss how different support provisions correspond to the different facets of orchestration load.
dc.description.sponsorship TIDE-UPF acknowledges the support by FEDER, the National Research Agency of the Spanish Ministry, TIN2017-85179-C3-3-R, PID2020-112584RB-C33, MDM-2015-0502, and by ICREA under the ICREA Academia programme (D. Hernández-Leo, Serra Hunter).
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Springer
dc.relation.ispartof International Journal of Computer-Supported Collaborative Learning. 2021;16:307-38.
dc.relation.uri http://creativecommons.org/licenses/by/4.0/
dc.rights © The Author(s) 2021. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
dc.title Deconstructing orchestration load: comparing teacher support through mirroring and guiding
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://dx.doi.org/10.1007/s11412-021-09351-9
dc.subject.keyword CSCL scripts
dc.subject.keyword Orchestration
dc.subject.keyword Dashboards
dc.subject.keyword Learning analytics
dc.subject.keyword Collaboration
dc.subject.keyword Epistemic network analysis
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RB-C33
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion


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