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Investigating face-to-face peer interaction patterns in a collaborative Web discovery task: the benefits of a shared display.
- Source :
-
Journal of Computer Assisted Learning . Apr2013, Vol. 29 Issue 2, p188-206. 19p. 7 Diagrams, 7 Charts. - Publication Year :
- 2013
-
Abstract
- Mobile computers are now increasingly applied to facilitate face-to-face collaborative learning. However, the factors affecting face-to-face peer interactions are complex as they involve rich communication media. In particular, non-verbal interactions are necessary to convey critical communication messages in face-to-face communication. Through gathering discourse and non-verbal interaction records, this study explores the peer interactions supported by two collaborative applications: one with mobile computers and the other with shared-display groupware ( SDG). The results show that the students tended to interact with each other according to a distributed and an unsocial interaction pattern when using the application with mobile computers. In contrast, the students who learned with the SDG demonstrated a shared interaction pattern, whereby they often jointly focused on and referred to the shared work. The analysis of the students' work further found that a higher level of discussion was generally associated with the shared interaction pattern. The results seem to support SDG as being useful in augmenting face-to-face peer interaction supported by mobile computers. The implications derived from the findings also support the argument that non-verbal interaction records are useful for quantitatively and qualitatively analysing face-to-face peer interactions. [ABSTRACT FROM AUTHOR]
- Subjects :
- *COLLEGE students
*COMMUNICATION
*COMPARATIVE studies
*COMPUTER peripherals
*STATISTICAL correlation
*DISCOURSE analysis
*INFORMATION display systems
*INTERPROFESSIONAL relations
*LEARNING strategies
*NONVERBAL communication
*POCKET computers
*QUESTIONNAIRES
*RESEARCH funding
*STATISTICS
*VIDEO recording
*WORLD Wide Web
*DATA analysis
*GROUP process
*CONCEPT mapping
RESEARCH evaluation
Subjects
Details
- Language :
- English
- ISSN :
- 02664909
- Volume :
- 29
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Journal of Computer Assisted Learning
- Publication Type :
- Academic Journal
- Accession number :
- 86052526
- Full Text :
- https://doi.org/10.1111/j.1365-2729.2012.00493.x