Learning networks: a field guide to teaching and learning online
Learning networks: a field guide to teaching and learning online
Learning through synchronous electronic discussion
Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
The Handbook of Blended Learning: Global Perspectives, Local Designs
The Handbook of Blended Learning: Global Perspectives, Local Designs
A framework for eclectic analysis of collaborative interaction
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
Studying Virtual Math Teams
Integrating computer-supported collaborative learning into the classroom: the anatomy of a failure
Journal of Computer Assisted Learning
Tables in the wild: lessons learned from a large-scale multi-tabletop deployment
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Proceedings of the 13th Koli Calling International Conference on Computing Education Research
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This exploratory study analyzes how students use different communication modes to share information, negotiate meaning and construct knowledge in the process of doing a group learning activity in a Primary Grade 5 blended learning environment in Singapore. Small groups of students interacted face-to-face over a computer-mediated communication (CMC) technology called Group Scribbles (GS) to jointly complete a learning task. The lesson designers attempted to optimize the use of CMC technology and face-to-face (F2F) discussion in students' collaborative learning, with the aim of harnessing the specific features of each medium. Building on notions from communication studies and from interaction analysis, we observed the construction and evolution of the interactions through analyzing the artifacts that were produced by a group of students - in verbal talk, gestures, and sketches drawn and text inscribed in GS. F2F and GS interactions intertwined to support collaborative learning. The findings from this study could inform design aspects concerning integrating and reinforcing the strengths of both communication modes when introducing computer-assisted collaborative learning (CSCL) in a F2F classroom.