'How did it know we weren't talking?': an investigation into the impact of self-assessments and feedback in a group activity.
The paper describes a model designed to support the development of children's group skills by explicitly scaffolding reflection on collaboration and providing feedback using the children's self-assessment of these skills. The model incorporates existing training schemes, including procedural prompti...
| Publicado en: | Journal of Computer Assisted Learning Vol. 20; no. 3; pp. 205 - 212 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Jun2004
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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=106608090&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106608090 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2004 vid: 20 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106608090 106608090 2005066009 10.1111/j.1365-2729.2004.00083.x 106608090 ppf: 205 ppct: 7 formats: tig: atl: 'How did it know we weren't talking?': an investigation into the impact of self-assessments and feedback in a group activity. aug: au: Ulicsak MH affil: NESTA Futurelab, 1 Canons Road, Harbourside, Bristol BS1 5UH, UK; Mary.Ulicsak@nestafuturelab.org sug: subj: Collaboration Learning Methods Computers and Computerization Models, Educational Child Human Child: 6-12 years ab: The paper describes a model designed to support the development of children's group skills by explicitly scaffolding reflection on collaboration and providing feedback using the children's self-assessment of these skills. The model incorporates existing training schemes, including procedural prompting, assigning roles, modelling exchanges, and giving feedback. This paper then reports a study that compared 9 and 10-year-old children who used a computer-based implementation of this model (n=26) with children who did not use the system (n=25). The study found: a trend for improved recall of material studied, that the children believed the computer assessment of group skills used was correct, and finally, the time spent reflecting on their group behaviour increased when the children thought they were being observed by the system. The implications of these findings are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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