Exploring teacher's orchestration actions in online and in-class computer-supported collaborative learning

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• dc.contributor.author Hakami, Lubna
• dc.contributor.author Amarasinghe, Ishari
• dc.contributor.author Hakami, Eyad
• dc.contributor.author Hernández Leo, Davinia
• dc.date.accessioned 2022-10-14T11:59:57Z
• dc.date.available 2022-10-14T11:59:57Z
• dc.date.issued 2022
• dc.description.abstract 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.
• dc.description.sponsorship This work has been partially funded by the National Research Agency of the Spanish Ministry (PID2020-112584RB-C33/MICIN/AEI/10.13039/501100011033). D. Hernández-Leo acknowledges the support by ICREA under the ICREA Academia program. E. Hakami acknowledges the grant by Jazan University, Saudi Arabia.
• dc.format.mimetype application/pdf
• dc.identifier.citation Hakami L, Amarasinghe I, Hakami E, Hernandez-Leo D. Exploring teacher's orchestration actions in online and in-class computer-supported collaborative learning. In: Hilliger I, Muñoz-Merino PJ, De Laet T, Ortega-Arranz A, Farrell T, (eds.). 17th European Conference on Technology Enhanced Learning, EC-TEL 2022 Proceedings; 2022 Sep 12-16; Toulouse, France. Cham: Springer;2022. p. 521-7. DOI: 10.1007/978-3-031-16290-9_45
• dc.identifier.doi https://doi.org/10.1007/978-3-031-16290-9_45
• dc.identifier.uri http://hdl.handle.net/10230/54401
• dc.language.iso eng
• dc.publisher Springer
• dc.relation.ispartof Hilliger I, Muñoz-Merino PJ, De Laet T, Ortega-Arranz A, Farrell T, (eds.). 17th European Conference on Technology Enhanced Learning, EC-TEL 2022 Proceedings; 2022 Sep 12-16; Toulouse, France. Cham: Springer;2022. p. 521-7.
• dc.relation.ispartof Comunicació presentada a: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, celebrat del 12 al 16 de setembre de 2022 a Toulouse, França.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112
• dc.rights © 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Computer-Supported Collaborative Learning
• dc.subject.keyword Orchestration
• dc.subject.keyword Dashboards
• dc.subject.keyword Teacher support tools
• dc.title Exploring teacher's orchestration actions in online and in-class computer-supported collaborative learning
• dc.type info:eu-repo/semantics/conferenceObject
• dc.type.version info:eu-repo/semantics/acceptedVersion