Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1770
Title: The Impact of CSCL Beyond the Online Environment
Authors: Clarke, Sherice N.
Chen, Gaowei
Stainton, Catherine
Katz, Sandra
Greeno, James G.
Resnick, Lauren B.
Dyke, Gregory
Howley, Iris
Adamson, David
Rosé, Carolyn Penstein
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Clarke, S. N., Chen, G., Stainton, C., Katz, S., Greeno, J. G., Resnick, L. B., Dyke, G., Howley, I., Adamson, D., & Rosé, C. P. (2013). The Impact of CSCL Beyond the Online Environment. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 105-112). Madison, WI: International Society of the Learning Sciences.
Abstract: Accountable Talk is a form of classroom interaction that positions students as thinkers in interaction and encourages students to make their thinking visible for collaborative reasoning. This paper reports on a two-year teacher professional development program in which teachers were coached to use Accountable Talk practices in their classrooms. Online collaborative learning activities were used to prepare students for these whole-class, teacher lead discussions using the same paradigm. Findings from a series of studies embedded within the two year professional development program provides evidence that novel conversational agent designs, based on the Accountable Talk approach to discussion facilitation, improve learning during the online exercises and better prepare students to benefit from whole class discussions. In this paper we evaluate the effect on teacher uptake of Accountable Talk practices when their students have participated in these online small group activities.
URI: https://doi.dx.org/10.22318/cscl2013.1.105
https://repository.isls.org//handle/1/1770
Appears in Collections:CSCL 2013

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