Please use this identifier to cite or link to this item:
Title: Transferring CSCL Findings to Face-to-Face Teacher Practice
Authors: Kaendler, Celia
Wiedmann, Michael
Rummel, Nikol
Leuders, Timo
Spada, Hans
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Kaendler, C., Wiedmann, M., Rummel, N., Leuders, T., & Spada, H. (2013). Transferring CSCL Findings to Face-to-Face Teacher Practice. 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 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 279-280). Madison, WI: International Society of the Learning Sciences.
Abstract: Collaborative learning is a well-researched instructional approach that is highly effective and often superior to individual learning. However, the fruitfulness of the collaboration depends on the quality of the student interaction. What do teachers need to know to monitor the quality of the group interactions? We developed a model describing teachers' competencies for Implementing Collaborative Learning in Mathematics (ICLM). We illustrate here how CSCL findings may inform monitoring, one major facet of teachers' ICLM competencies.
Appears in Collections:CSCL 2013

Files in This Item:
File SizeFormat 
279-280.pdf112.82 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.