Investigating the pedagogies of screen‐sharing in contemporary learning environments—A mixed methods analysis

Stevenson, Michael; Lai, Jennifer W. M.; Bower, Matt

doi:10.1111/jcal.12647

Cited by 8 publications

(6 citation statements)

References 36 publications

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“…3389/feduc.2022.942224 Frontiers in Education 03 frontiersin.org rapid adoption of communication apps, especially during the COVID-19 lockdown, shifted face-to-face sessions to Zoom or Teams. Sessions with screen sharing can also foster the coordination of the CKC process, even if individual-based simulations are used (Stevenson et al, 2022). Although one student sharing the screen interacts with the simulation and others monitor the simulation view from the screen, the sharing student can mediate the interaction between the simulation and others by implementing requests from others in the simulation environment (Figure 1C).…”

Section: Literature Reviewmentioning

confidence: 99%

Eye Tracking for STEM Education Research: New Perspectives

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Literature Reviewmentioning

confidence: 99%

Eye Tracking for STEM Education Research: New Perspectives

2024

Frontiers Research Topics

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“…Furthermore, features such as chat, emojis, and whiteboards are reported as effective for increasing student engagement (Kohnke & Moorhouse, 2022). Studies have also reported that teachers find screen sharing to be especially useful for direct instruction and real-time resource sharing (Stevenson et al, 2022), and that Zoom can facilitate the learning of writing in EFL courses (Huong, 2023).…”

Section: Virtual Writing Centermentioning

confidence: 99%

Appropriating Zoom to host and conduct writing center tutorials

Harwood

2023

EuroCALL 2023. CALL for All Languages - Short Papers

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This paper explores the technological affordances of using Zoom for pedagogical purposes in the context of one-to-one writing center tutorials. First, the theoretical pedagogical framework that informs writing center tutorials is explained and the salient mediating affordances of Zoom technology are outlined. Then, tutor and student qualitative feedback from the beta testing of a virtual writing center hosted in Zoom are presented and briefly discussed. The feedback suggests that Zoom has a range of technological affordances that can be employed by educators to host and conduct meaningful writing center tutorials in an undergraduate EMI context.

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“…Even though these latter simulation-based environments may benefit from the coordination of the CKC processes and, thus, facilitate interactions among students, they do not necessarily lead to higher-level CKC processes or learning outcomes compared with the former settings (Chang et al, 2017;Liu et al, 2021). Third, the (Stevenson et al, 2022). Although one student sharing the screen interacts with the simulation and others monitor the simulation view from the screen, the sharing student can mediate the interaction between the simulation and others by implementing requests from others in the simulation environment (Figure 1C).…”

Section: Literature Reviewmentioning

confidence: 99%

The focus and timing of gaze matters: Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking

Lämsä

Kotkajuuri²,

Lehtinen³

et al. 2022

Front. Educ.

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Although eye tracking has been successfully used in science education research, exploiting its potential in collaborative knowledge construction has remained sporadic. This article presents a novel approach for studying collaborative knowledge construction in a simulation-based environment by combining both the spatial and temporal dimensions of eye-tracking data with video data. For this purpose, we have investigated two undergraduate physics student pairs solving an electrostatics problem in a simulation-based environment via Zoom. The analysis of the video data of the students’ conversations focused on the different collaborative knowledge construction levels (new idea, explication, evaluation, and non-content-related talk and silent moments), along with the temporal visualizations of the collaborative knowledge construction processes. The eye-tracking data of the students’ gaze, as analyzed by epistemic network analysis, focused on the pairs’ spatial and temporal gaze behavior. We illustrate how gaze behavior can shed light on collaborative knowledge construction in terms of the quantity of the talk (e.g., gaze behavior can shed light on the different activities of the pairs during the silent moments), quality of the talk (e.g., gaze behavior can shed light on the different approaches when constructing knowledge on physical phenomena), and temporality of collaborative knowledge construction processes [e.g., gaze behavior can shed light on (the lack of) attempts to acquire the supporting or contrasting evidence on the initial ideas on the physical phenomena]. We also discuss the possibilities and limitations of gaze behavior to reveal the critical moments in the collaborative knowledge construction processes.

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Investigating the pedagogies of screen‐sharing in contemporary learning environments—A mixed methods analysis

Cited by 8 publications

References 36 publications

Eye Tracking for STEM Education Research: New Perspectives

Eye Tracking for STEM Education Research: New Perspectives

Appropriating Zoom to host and conduct writing center tutorials

The focus and timing of gaze matters: Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking

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