2026-04-17T06:06:59Zhttps://recercat.cat/oai/requestoai:recercat.cat:10230/544012025-12-18T01:29:16Zcom_2072_6col_2072_452952
RECERCAT
author
Hakami, Lubna
author
Amarasinghe, Ishari
author
Hakami, Eyad
author
Hernández Leo, Davinia
2022-10-14T11:59:57Z2022-10-14T11:59:57Z2022
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.
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG info:eu-repo/semantics/openAccess
Computer-Supported Collaborative Learning
Orchestration
Dashboards
Teacher support tools
Exploring teacher's orchestration actions in online and in-class computer-supported collaborative learning
info:eu-repo/semantics/conferenceObject info:eu-repo/semantics/acceptedVersion