Hakami, LubnaAmarasinghe, IshariHakami, EyadHernández Leo, Davinia2022-10-142022-10-142022Hakami 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_45http://hdl.handle.net/10230/54401Teacher 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.application/pdfeng© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AGinfo:eu-repo/semantics/conferenceObjecthttps://doi.org/10.1007/978-3-031-16290-9_45Computer-Supported Collaborative LearningOrchestrationDashboardsTeacher support toolsinfo:eu-repo/semantics/openAccess