Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7306
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dc.contributor.authorLawrence, LuEttaMae
dc.contributor.authorTucker, Taylor
dc.contributor.authorMercier, Emma
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:44:06Z
dc.date.accessioned2021-10-09T19:46:27Z-
dc.date.available2021-10-09T15:44:06Z
dc.date.available2021-10-09T19:46:27Z-
dc.date.issued2021-06
dc.identifier.citationLawrence, L., Tucker, T., & Mercier, E. (2021). Examining the Influence of Instructor Interventions on Group Collaboration. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 161-164). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2021.161
dc.identifier.urihttps://repository.isls.org//handle/1/7306-
dc.description.abstractCollaborative problem solving is often used in STEM higher education courses to support conceptual knowledge and teamwork. However, course teaching assistants (TAs) often lack the collaborative pedagogical knowledge necessary to orchestrate this form of learning. In this paper, we examine TAs’ orchestration strategies and technology used to understand how these factors influence groups’ collaboration. Contributions from this paper describe the interplay among technology, strategies, and groups’ collaboration toward understanding how to support collaboration in these courses.en_US
dc.format.extentpp. 161-164
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021en_US
dc.subjectCSCLen_US
dc.titleExamining the Influence of Instructor Interventions on Group Collaborationen_US
dc.typeConference Paperen_US
dc.typeShort Paperen_US
Appears in Collections:ISLS Annual Meeting 2021

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