Co-located single display collaborative learning for early childhood education

Gómez, Fernando; Nussbaum, Miguél; Weitz, Juan; López, Ximena; Mena, Javiera; Torres, Alex

doi:10.1007/s11412-013-9168-1

Cited by 23 publications

(17 citation statements)

References 33 publications

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“…Gómez et al . () also reported a medium effect size in the improvement in social skills for those who had collaborated, compared to deterioration in the ‘curriculum‐as‐usual’ control group (Cohen's d of the difference = 0.51). Those who had collaborated during an interactive task used higher reasoning strategies than those who had worked independently (Gabbert et al .…”

Section: Resultsmentioning

confidence: 95%

“…Gillies and Ashman () reported significantly more cognitive language use by those in a collaborative condition and Gómez et al . () reported a large effect size (0.95) of working collaboratively on a measure of oral language. Gómez et al .…”

Section: Resultsmentioning

confidence: 99%

“…Gillies and Ashman (1998) reported significantly more cognitive language use by those in a collaborative condition and Gómez et al (2013) reported a large effect size (0.95) of working collaboratively on a measure of oral language. Gómez et al (2013) also reported a medium effect size in the improvement in social skills for those who had collaborated, compared to deterioration in the 'curriculum-as-usual' control group (Cohen's d of the difference = 0.51). Those who had collaborated during an interactive task used higher reasoning strategies than those who had worked independently (Gabbert et al 1986).…”

Section: Individual Versus Collaborative Workingmentioning

confidence: 98%

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The role of collaboration in the cognitive development of young children: a systematic review

Sills

Rowse

Emerson

2016

Child

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Section: Resultsmentioning

confidence: 95%

Section: Resultsmentioning

confidence: 99%

Section: Individual Versus Collaborative Workingmentioning

confidence: 98%

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The role of collaboration in the cognitive development of young children: a systematic review

Sills

Rowse

Emerson

2016

Child

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“…5) Gesturing is crucial in establishing mutual alignment between the participants (Lymer et al, 2009). 6) Participants use gestures and language to communicate and develop concepts (Gómez et al, 2013) and "indexical ground for future interactions" (Evans, Feenstra, Ryon, & McNeill, 2011, p. 274). 7) Wegerif (2006) argued that reasoning can be located in embodied interaction.…”

Section: The Role Of Language and Body In The History Of Csclmentioning

confidence: 99%

“This is the size of one meter”: Children’s bodily-material collaboration

Davidsen

Ryberg

2017

Intern. J. Comput.-Support. Collab. Learn

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In CSCL studies, language is often foregrounded as the primary resource for engaging in collaborative learning, while the body is more often positioned as a secondary resource. There is, however, a growing interest in the body as a resource in learning and collaboration in and outside CSCL. In this paper, we present, analyse, and discuss how two nine-year-old children collaborate through gesturing and moving their bodies around a touchscreen. The pair is working with the concept of scale and area measurement and are in midst of copying their rooms from paper to touchscreen. During this process, the pair engages in a discussion regarding the size of one meter through language, gestures and manipulation of the material resources. The analysis shows two distinct ways of understanding the length of one meter, which primarily are visible through the children's gestures and bodily movements. In the analysis we show how the children dynamically produce bodymaterial resources for communicative and illustrative purposes; moreover, they use body-material resources as a cognitive tool and as a way of shepherding each other. The study forms part of a body of studies analysing and theorizing the body in education, learning, and interaction. We discuss the wider impact of our findings and argue how they may challenge and improve studies relying mainly on a coding and counting approach or automated capture of e.g. gestures. In addition, we provide a detailed multimodal representation of the subtle bodily-material resources, which we argue is a modest contribution to a catalogue of ways of representing and making bodily-material resources visible in CSCL research. Keywordsbodily-material resources for learning * embodied meaning-making practices * touchscreens * video analysis * concept of scale "When the proportions of architectural composition are applied to a particular building, the two-termed relationship of the parts to the whole must be harmonized with a third term-the observer. He not only sees the proportions of a door and their relationship to those of a wall (as he would in a drawing of the building), but he measures them against his own dimensions. This threetermed relationship is called scale." (Britannica Online Encyclopedia, 2014).

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“…Also, they contributed to the other students by helping each other develop a positive point of view and find solutions to problems. Gómez et al (2013) found that language learners can improve their oral language, logical-mathematical, and social skills during CL. Moreover, Lee and Wang (2013) pointed out that the nature of the learning language tasks, learners' communication, and appreciation of different opinions were improved by the CL environment.…”

Section: Empirical Studies On Cooperative Learningmentioning

confidence: 95%

Cooperative Learning (CL) in the English as a Foreign Language (EFL) context: investigating, learning outcomes, processes, and experiences

Alghamdy¹

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This study examines the effectiveness of cooperative learning (CL) in developing English as a Foreign Language (EFL) students' grammatical competence in a relatively under-researched context (i.e., Saudi Arabia) and accounts for this effectiveness with reference to students' behaviours, verbal interactions, and their perceptions about learning English lessons in a CL environment. To identify the effect of CL in comparison to traditional small groups on EFL learners' achievements, behaviour states, and verbal interactions, a twelve week study was conducted in four government secondary schools in an EFL context. The participants in this study were 139 male students in the tenth grade, aged 14 to 15 years, in four boys' secondary schools in Al-Baha City, Saudi Arabia. Each school was randomly assigned to one of two conditions, either an experimental or a control group. The researcher videotaped eight EFL classes over a twelve week period: four classes under experimental conditions who are trained in CL principles and skills, and four classes in the comparison groups without this training.

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Co-located single display collaborative learning for early childhood education

Cited by 23 publications

References 33 publications

The role of collaboration in the cognitive development of young children: a systematic review

The role of collaboration in the cognitive development of young children: a systematic review

“This is the size of one meter”: Children’s bodily-material collaboration

Cooperative Learning (CL) in the English as a Foreign Language (EFL) context: investigating, learning outcomes, processes, and experiences

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