2026-04-14T08:35:05Zhttps://recercat.cat/oai/request

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

Exploring teacher's orchestration actions in online and in-class computer-supported collaborative learning Hakami, Lubna Amarasinghe, Ishari Hakami, Eyad Hernández Leo, Davinia Computer-Supported Collaborative Learning Orchestration Dashboards Teacher support tools 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. 2022-10-14T11:59:57Z 2022-10-14T11:59:57Z 2022 info:eu-repo/semantics/conferenceObject info:eu-repo/semantics/acceptedVersion Hakami L, Amarasinghe I, Hakami E, Hernandez-Leo D. Exploring teacher's orchestration actions in online and in-class computer-supported collaborative learning. In: Hilliger I, Muñoz-Merino PJ, De Laet T, Ortega-Arranz A, Farrell T, (eds.). 17th European Conference on Technology Enhanced Learning, EC-TEL 2022 Proceedings; 2022 Sep 12-16; Toulouse, France. Cham: Springer;2022. p. 521-7. DOI: 10.1007/978-3-031-16290-9_45 http://hdl.handle.net/10230/54401 https://doi.org/10.1007/978-3-031-16290-9_45 eng Hilliger I, Muñoz-Merino PJ, De Laet T, Ortega-Arranz A, Farrell T, (eds.). 17th European Conference on Technology Enhanced Learning, EC-TEL 2022 Proceedings; 2022 Sep 12-16; Toulouse, France. Cham: Springer;2022. p. 521-7. Comunicació presentada a: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, celebrat del 12 al 16 de setembre de 2022 a Toulouse, França. info:eu-repo/grantAgreement/ES/2PE/PID2020-112 © 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG info:eu-repo/semantics/openAccess application/pdf application/pdf Springer