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

Educational Technology & Society 01/2010; 13(4):126-139.
Source: DBLP


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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Available from: Gwo-Dong Chen, Mar 13, 2014
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    • "However, several studies identify the opportunities that these devices provide as well as the potential hurdles related to schools' infrastructure and support (McFarlane, Triggs, & Yee, 2008). Studies have shown a variety of learning opportunities with the use of handheld devices: they can deliver quizzes and courseware and serve as an intelligent tutoring system (Kazi, 2005); provide computer supported collaborative learning (Lui et al., 2010); collect data during authentic learning for outdoor and indoor instruction supporting critical thinking skills (Chang, Chen, & Hsu, 2011); and allow teachers and students to simultaneously view and share files (Kennedy, Judd, Churchward, & Gray, 2008). Although these studies identify the support these devices can provide, schools wishing to replace PCs or laptops with smaller handheld devices may find that they do not have equivalent functionality. "

    Journal of Interactive Online Learning 01/2012; 11(1):1-18.
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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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    ABSTRACT: Mobile computers are now increasingly applied to facilitate face‐to‐face collaborative learning. However, the factors affecting face‐to‐face peer interactions are complex as they involve rich communication media. In particular, non‐verbal interactions are necessary to convey critical communication messages in face‐to‐face communication. Through gathering discourse and non‐verbal interaction records, this study explores the peer interactions supported by two collaborative applications: one with mobile computers and the other with shared‐display groupware (SDG). The results show that the students tended to interact with each other according to a distributed and an unsocial interaction pattern when using the application with mobile computers. In contrast, the students who learned with the SDG demonstrated a shared interaction pattern, whereby they often jointly focused on and referred to the shared work. The analysis of the students' work further found that a higher level of discussion was generally associated with the shared interaction pattern. The results seem to support SDG as being useful in augmenting face‐to‐face peer interaction supported by mobile computers. The implications derived from the findings also support the argument that non‐verbal interaction records are useful for quantitatively and qualitatively analysing face‐to‐face peer interactions.
    Journal of Computer Assisted Learning 04/2013; 29(2). DOI:10.1111/j.1365-2729.2012.00493.x · 1.63 Impact Factor
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