How teachers intervene in collaboration among distributed students at the elementary level

dc.contributor國立臺灣師範大學資訊教育研究所zh_tw
dc.contributor.authorChiu, Chiung-Huien_US
dc.contributor.authorChuang, Chiao-Huaen_US
dc.date.accessioned2014-10-30T09:32:41Z
dc.date.available2014-10-30T09:32:41Z
dc.date.issued2007-06-25zh_TW
dc.description.abstractThis study investigates the potential strategies a tutor could adopt to lead computer supported distributed elementary school students in working together. Protocol analysis was undertaken to elicit the invisible knowledge contained in the tutor's mind. Ten tutors, experienced in guiding computer supported collaborative learning (CSCL), were recruited to intervene in an arranged experimental CSCL activity for thirty Taiwanese pupils. The all actions of each tutor were recorded as the tutor performed interventions to improve student teamwork. These recordings were analyzed by four researchers. Seven sets of tutor knowledge in intervening in student collaboration were acquired. This knowledge is valuable for conducting an effective CSCL activity or developing an effective student learning support system.en_US
dc.identifierntnulib_tp_A0907_02_001zh_TW
dc.identifier.isbn188-009-462-2zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/34755
dc.languageenzh_TW
dc.publisherAssociation for the Advancement of Computing in Education (AACE)en_US
dc.relationIn C. Montgomerie & J. Seale (Eds.). Proceedings of World Conference on Educational Multimedia, Hypermedia & Telecommunications, pp.1754-1763, Vancouver, BC, Canada.en_US
dc.titleHow teachers intervene in collaboration among distributed students at the elementary levelen_US

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