Groupwork and computers: task type and children's performance

Jackson, Anita; Kutnick, Peter

doi:10.1111/j.1365-2729.1996.tb00048.x

Cited by 13 publications

(7 citation statements)

References 21 publications

(16 reference statements)

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“…Recent research into the use of educational ICT has focused primarily on social interaction and group work (Wild, 1996), student achievement levels (Jackson & Kutnick, 1996) and curriculum development. Very little study has focused upon promoting creative thinking through the use of online technologies, and this paper attempts to contribute to this area.…”

Section: Introductionmentioning

confidence: 99%

Promoting creative thinking through the use of ICT

Wheeler¹,

Waite

Bromfield³

2002

Computer Assisted Learning

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A great deal has been written about the use of web‐based technologies such as the Internet in promoting learning in education. In schools, research has focused primarily on social interaction and group work, student achievement levels and curriculum development. Very little study seems to have been brought to bear upon the promotion of creative thinking by the use of online technologies, and this paper attempts to contribute to this field of study. This paper reports on a pilot study which has investigated the creative impact of information and communication technology (ICT) in a rural primary school in South‐west England. The school is unique because it provides a personal networked computer for each of its 41 Year 6 students (aged 10–11 years). A small group of students were interviewed about the learning activities they engaged in over the year, and this paper reports on initial findings with a special emphasis on creative working and thinking (n = 6). A model of creativity is presented with three discrete but related modes of activity — problem solving, creative cognition, and social interaction. The paper provides new findings about the nature of creativity in the context of computer based learning environments.

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Section: Introductionmentioning

confidence: 99%

Promoting creative thinking through the use of ICT

Wheeler¹,

Waite

Bromfield³

2002

Computer Assisted Learning

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“…Earlier research on computer-based learning overwhelmingly reports the benefits of collaborative work as compared to individual work (Jackson & Kutnick, 1996;Johnson & Johnson, 1987). However, the effect of collaborative work on the acceptance of educational technology has not been studied before.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

Impact of Collaborative Work on Technology Acceptance: A Case Study from Virtual Computing

Konak¹,

Kulturel-Konak²,

Nasereddin³

et al. 2017

JITE:Research

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Aim/PurposeThis paper utilizes the Technology Acceptance Model (TAM) to examine the extent to which acceptance of Remote Virtual Computer Laboratories (RVCLs) is affected by students' technological backgrounds and the role of collaborative work. BackgroundRVCLs are widely used in information technology and cyber security education to provide students with hands-on experimentation. However, students may not exploit their full benefits if they do not accept RVCLs as a viable educational technology. MethodologyIn order to study the impact of collaborative work on technology acceptance, an empirical study was conducted using collaborative and individual versions of an introductory level computer networking exercise in an RVCL. Trials for the empirical study included students from technology intensive and nontechnology intensive programs. ContributionThe relationship between the technological background of students and their acceptance of an RVCL and the effect of collaborative work on this relationship were explored for the first time in the literature. FindingsThe findings of the study supported that collaborative work could improve non-technology students' acceptance of RVCLs. However, no significant effect of collaborative work on technology acceptance was observed in the case of technology students. Impact of Collaborative Work on Technology Acceptance 16 Recommendations for PractitionersEducators should consider the benefits of collaborative work while introducing a new technology to students who may not have background in the technology introduced. Recommendation for ResearchersIn this study, student technological background was found to be a significant factor for technology acceptance; hence, it is recommended that technological background is included in TAM studies as an external factor. Future ResearchRepeating similar studies with multiple exercises with varying degrees of challenge is required for a better understanding of how collaborative work and student technological background affect technology acceptance.

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“…A previous paper (Jackson & Kutnick, 1996) revealed that the type of task was crucial in determining whether groups were more successful than individuals in a computer‐based activity. A large body of research into computer‐based groupwork has demonstrated superior group performance as a robust effect.…”

Section: Introductionmentioning

confidence: 99%

“…However, children, especially in the lower years of the primary school, engage in very little computer‐based problem solving, and simple practice and puzzle exercises predominate (DfEE, 1997). Using such a simple drill and practice task, Jackson and Kutnick (1996) demonstrated that infant school children working alone performed better than single sex pairs matched for ability. Thus, diverse task requirements require distinct groupings and relations (Wood & O'Malley, 1996; Howe, 1997).…”

Section: Introductionmentioning

confidence: 99%

Principles and practical grouping for the use of drill and practice programs

Jackson

Kutnick

Kington

2001

Computer Assisted Learning

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A previous paper showed that young children performed better when working as individuals rather than in pairs on a drill and practice program. This paper reports an analysis of behaviour and talk for individuals and single sex pairs using a computer‐based drill and practice activity to explain differences in performance. Results indicated that individuals were more likely to be task‐focused and to complete tasks successfully than children working in pairs. Differences were found in off‐task activity, behaviours and type of talk. Grouping and verbal interaction are discussed in relation to the type of task/program that children are asked to undertake, and how both task and peer presence may constrain the child's task focus and performance when reinforcing pre‐existing knowledge.

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Groupwork and computers: task type and children's performance

Cited by 13 publications

References 21 publications

Promoting creative thinking through the use of ICT

Promoting creative thinking through the use of ICT

Impact of Collaborative Work on Technology Acceptance: A Case Study from Virtual Computing

Principles and practical grouping for the use of drill and practice programs

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