Learning with Computers: Analysing Productive Interaction by K. Littleton PDF

By K. Littleton

Opposite to the assumption that pcs isolate clients, Karen Littleton and Paul gentle show that studying with pcs is usually a collaborative and social job. studying with pcs brings jointly an important physique of study that indicates how operating with others on the laptop could be worthwhile to novices of every age, from the early university years to the top degrees of schooling. It additionally investigates elements resembling gender that specify why a few interactions are usually not as efficient as others.

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The groups then worked together on tasks which were presented to them via workbooks and which had been carefully designed to draw prior conceptions out during the course of interaction and to ensure that differences of opinion were fully explored. Individual posttests were administered to group participants several weeks after the group tasks, to ascertain the impact of the group experience upon individual understanding. The post-test performance of pupils who had worked in differing groups was consistently better than that of pupils who had worked in similar groups, although these pupils had not differed at pretest.

We had no direct evidence to support this gloss (and still do not have any). However, we have found further signs of students varying over the significance of interaction within the learning process, which has made us think that we are along the right lines. , 1993) which returned to the workbook format of our earliest research. In this study, we compared the effectiveness of contrasting task designs within an overall predict–test–explain structure. One design required forced choices as part of the explanatory stage, for example choices between ‘How heavy an object is doesn’t matter to floating and sinking’ and ‘An important thing for floating and sinking is how heavy an object is’.

Pairs of girls also asked each other for information and orientation more than did the other pairs (C7). Again we used multiple regression analyses to predict story comprehension on the basis of dialogue and screen interaction while working with the storybook. For the boy/boy pairs, there were three predictor variables in the order clicks on characters, clicks on animated features and clicks on words, but the quality of the dialogue did not contribute to performance 20 Jean Underwood and Geoffrey Underwood outcomes.

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