Teacher orchestration of technology-enhanced learning has received
increasing attention as a factor for enhancing students' learning gains. However,
a limited number of studies have investigated the impact of learning settings on
teachers' orchestration actions. In this paper, we considered two different settings
of computer-supported collaborative learning (CSCL) activities, namely online
and in-class, and studied their influence on teachers' orchestration actions. Data
was collected from ...
Teacher orchestration of technology-enhanced learning has received
increasing attention as a factor for enhancing students' learning gains. However,
a limited number of studies have investigated the impact of learning settings on
teachers' orchestration actions. In this paper, we considered two different settings
of computer-supported collaborative learning (CSCL) activities, namely online
and in-class, and studied their influence on teachers' orchestration actions. Data
was collected from five sessions for each setting. The findings indicated that
during the in-class sessions there were more teacher-individual interactions,
announcements, checking participation/responses tabs, and dashboard
interventions conducted by the teacher. In the online setting, however, more
teacher-class interactions occurred when compared to the in-class setting. The
implications of this study and its continuation are related to the consideration of
the learning setting in the design, redesign, and evaluation processes of
orchestration technologies.
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