Exploring students' learning effectiveness and attitude in Group Scribbles-supported collaborative reading activities: a study in the primary classroom.
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. Experime...
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 1; pp. 68 - 82 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104133194&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104133194 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2014 vid: 30 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104133194 93630363 10.1111/jcal.12022 104133194 ppf: 68 ppct: 14 formats: tig: atl: Exploring students' learning effectiveness and attitude in Group Scribbles-supported collaborative reading activities: a study in the primary classroom. aug: au: Lin, C.-P. Chen, W. Yang, S.-J. Xie, W. Lin, C.-C. affil: Graduate Institute of e-Learning Technology, National Hsinchu University of Education sug: subj: Reading Computer-Assisted Instruction Learning Methods Student Attitudes Collaboration Methods Human Child Students, Elementary Quasi-Experimental Studies T-Tests Random Assignment Achievement Tests Coefficient alpha Pilot Studies Pretest-Posttest Design Videorecording Analysis of Covariance Descriptive Statistics Funding Source Taiwan Female Male Child: 6-12 years Female Male ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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