Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2994
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dc.contributor.authorBientzle, Martina
dc.contributor.authorWodzicki, Katrin
dc.contributor.authorLingnau, Andreas
dc.contributor.authorCress, Ulrike
dc.date.accessioned2019-05-25T17:19:35Z
dc.date.accessioned2020-01-09T16:06:24Z-
dc.date.available2019-05-25T17:19:35Z
dc.date.available2020-01-09T16:06:24Z-
dc.date.issued2009-06
dc.identifier.citationBientzle, M., Wodzicki, K., Lingnau, A., & Cress, U. (2009). Enhancing pair learning of pupils with cognitive disabilities: Structural support with help of floor control. In O'Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 517-521). Rhodes, Greece: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2009.1.517
dc.identifier.urihttps://repository.isls.org//handle/1/2994-
dc.description.abstractComputer-supported collaborative learning has the potential to be an effective learning method for pupils with cognitive disabilities, but there is just little research in this area. A computer-supported environment offers several possibilities to handle the specific demands of this target group, for example, by structuring the learning situation with Floor Control. Floor Control explicitly structures the activities in the learning environment and implicitly enhances communication. To examine whether the Floor Control supports the collaboration process on activity level as well as on communication level or not, two versions of a CSCL environment were realized and compared with each other. The results revealed an improved task-related communication and a higher quality of learning results.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleEnhancing pair learning of pupils with cognitive disabilities: Structural support with help of floor controlen_US
dc.typePapersen_US
Appears in Collections:CSCL 2009

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