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|Title:||The Effectiveness of Publicly vs. Privately Assigned Group Leaders Among Learners in Rural Villages in Tanzania|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Uchidiuno, J., Yarzebinski, E., Vargas-Vite, E., Koedinger, K., & Ogan, A. (2019). The Effectiveness of Publicly vs. Privately Assigned Group Leaders Among Learners in Rural Villages in Tanzania. In Lund, K., Niccolai, G. P., Lavoué, E., Gweon, C. H., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 504-511). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Research studies show that teachers increase the success of education technologies in rural settings by supporting students via technology support, domain-relevant explanations, enforcing discipline, and maintaining student engagement. However, a teacher's presence hinders student collaboration in some cultural contexts, and some students may not have a teacher or knowledgeable adult who can provide this support. We conducted an experiment with K-1 students (N=36) in a rural Tanzanian village, where we trained students to provide technology support for their peers under different experimental conditions. We found that with basic technical training and social awareness of the assigned leaders, students can indeed provide peer support in the absence of a teacher, and additionally enable collaboration. We challenge the popularly held notion that natural leaders will emerge and support students' technology and learning needs without adequate training, and discuss the implications of our findings in the deployment of technologies in similar socio-cultural contexts.|
|Appears in Collections:||CSCL 2019|
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