2026-04-17T13:01:09Zhttps://recercat.cat/oai/request

oai:recercat.cat:10230/544012025-12-18T01:29:16Zcom_2072_6col_2072_452952

00925njm 22002777a 4500 dc Hakami, Lubna author Amarasinghe, Ishari author Hakami, Eyad author Hernández Leo, Davinia author 2022-10-14T11:59:57Z 2022-10-14T11:59:57Z 2022 Teacher orchestration of technology-enhanced learning has received increasing attention as a factor for enhancing students' learning gains. However, a limited number of studies have investigated the impact of learning settings on teachers' orchestration actions. In this paper, we considered two different settings of computer-supported collaborative learning (CSCL) activities, namely online and in-class, and studied their influence on teachers' orchestration actions. Data was collected from five sessions for each setting. The findings indicated that during the in-class sessions there were more teacher-individual interactions, announcements, checking participation/responses tabs, and dashboard interventions conducted by the teacher. In the online setting, however, more teacher-class interactions occurred when compared to the in-class setting. The implications of this study and its continuation are related to the consideration of the learning setting in the design, redesign, and evaluation processes of orchestration technologies. This work has been partially funded by the National Research Agency of the Spanish Ministry (PID2020-112584RB-C33/MICIN/AEI/10.13039/501100011033). D. Hernández-Leo acknowledges the support by ICREA under the ICREA Academia program. E. Hakami acknowledges the grant by Jazan University, Saudi Arabia. Computer-Supported Collaborative Learning Orchestration Dashboards Teacher support tools Exploring teacher's orchestration actions in online and in-class computer-supported collaborative learning