Exploring Students' Learning Effectiveness and Attitude in Group Scribbles-Supported Collaborative Reading Activities: A Study in the Primary Classroom
Journal of Computer Assisted Learning Volume 30, Number 1, ISSN 0266-4909
Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study. Experimental and control groups were established to investigate the effectiveness of GS-supported collaborative learning in enhancing students' reading comprehension. The results affirmed the effectiveness of the intervention designed. In the experiment group, students' learning attitudes, motivation and interest were enhanced as well. Further analyses were done to probe students' interaction processes in the networked collaborative classroom and different collaboration patterns and behaviours were identified. Based on the findings obtained, implications for future learning design to empower L1 learning were elaborated.
Lin, C.P., Chen, W., Yang, S.J., Xie, W. & Lin, C.C. (2014). Exploring Students' Learning Effectiveness and Attitude in Group Scribbles-Supported Collaborative Reading Activities: A Study in the Primary Classroom. Journal of Computer Assisted Learning, 30(1), 68-81.
- Comparative Analysis
- Computer Networks
- Control Groups
- Cooperative learning
- educational technology
- Elementary School Students
- Experimental Groups
- Instructional Effectiveness
- reading comprehension
- Reading Instruction
- student attitudes
- Student Interests
- student motivation
- teaching methods
- Technology Uses in Education
Cited ByView References & Citations Map
Social Development Theory, Social Identity Theory and Computer Supported Collaborative Learning: An Examination of Peer Group Influences, Factors and Behaviors
Heather Lamb, University of North Texas - Learning Technologies, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 108–113
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