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Contributing, Exchanging and Linking for Learning: Supporting Web Co-Discovery in One-to-One Environments.

Educational Technology & Society 01/2010; 13:126-139.
Source: DBLP

ABSTRACT There have been little studies on providing collaborative discovery on the web search results contributed by peers in one-to-one environments. This study therefore proposes an integrative groupware, CELL (Contributing, Exchanging, and Linking for Learning), which utilizes both personal mobile computers and a shared display in support of one-to-one Web co-discovery. Through gathering small group activity, facilitated by CELL groupware, it was found that this design was indeed useful in supporting students in their efforts to search the Web autonomously while simultaneously engaging in joint discussion of the emerging web search results. In addition, this study identified three collaborative discovery patterns of student groups in the use of the CELL groupware: iterative envisioning discovery, fixed framework discovery, and framework development impediment. Most student groups demonstrated the iterative envisioning discovery pattern which indicates that the CELL groupware did help students to integrate their findings on the Web and thus gradually to broaden their understanding toward the open-ended problem.

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    ABSTRACT: Web collaborative exploration learning has become much critical in education approaches because it facilitates learners with access to various information and opportunities to learn collaboratively with peers. Shared-computer is increasingly used to support web collaborative explorative activities because learners can be facilitated to promote shared understanding of the workspace and enhance effective communications. However, implementing shared-computer can also be inefficient and frustrating because learners have to spend extra time and cognitive resources to negotiate with the web search. This may discourage learners to positively participate the activity. Hence, the study proposes a the 1:1 group (shared-computer integrated one person for one computer) so that learners can individually search web information with their personal laptop according to their strategies and preferences, and then use shared-computer to share their information and interact with peers. An empirical study involved nine graduate students is conducted to examine the learner's interaction behaviors in two scenarios: 1:1 and shared-computer. The result shows that the 1:1 group can better benefit participants' in-depth interaction due to the autonomy of personal web search strategy and preference.
    Advanced Learning Technologies (ICALT), 2011 11th IEEE International Conference on; 08/2011

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