Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning

Abstract

Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting-with social incentives to ask questions, give explanations and discuss disagreements-would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted Learning (TechPALS), which uses wireless handheld technology to structure feedback in small groups as they solve fractions problems and (2) a popular desktop product, which provides feedback to individual students as they solve fractions problems individually. Three elementary schools participated in a randomized controlled experiment conducted in the 2007-2008 school year. Students in the TechPALS condition learned more than did the control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of observational data confirmed that students in the TechPALS condition participated socially in questioning, explaining, and discussing disagreements, whereas students in the individual condition did not. We conclude that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students' mathematics learning.

Design, development, and evaluation of a mobile learning application for computing education

“…The core benefits of mobile devices, such as unlimited mobility, flexibility, and small size, are capable of introducing new opportunities for improving the learning environments in different forms, such as the engagement of users with mobile devices by assuming that students are constantly moving from one place to another, a dynamic process of developing skills and knowledge through training among peers, and learning taking place even in informal settings. Beside of supporting traditional face-face instruction, mobile learning solutions through the appropriate knowledge creation and distribution can also stimulate invention, as well teaching and learning approaches based on knowledge creation and distribution, such as social learning (Huang et al, 2010;Oyelere et al, 2016c), inquiry-based learning (Jones et al, 2013;Shih et al, 2010), blended learning (Minjuan et al, 2009), flipped learning , online distance learning (Rekkedal and Dye, 2007), game-based learning (Klopfer et al, 2012;Su and Cheng, 2015), cooperative learning (Roschelle et al, 2010), collaborative learning (Kukulska-Hulme and Shield, 2008), competition-based learning (Hwang and Chang, 2015), active learning (Laurillard, 2007), and exploratory learning (Liu, 2012). Consequently, mobile devices and wireless technology have the prospects of introducing cutting-edge innovations in education, especially the aspect of teaching methods.…”

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

“…Miller, & van der Ploeg, 2016;van den Berg, Harskamp, & Suhre, 2016), feedback on students' homework, workbooks or notebooks (Núñez et al, 2015), text-versus video-based feedback (Adiguzel, Varank, Erkoç, & Buyukimdat, 2017), process-oriented versus social-comparative feedback (Rakoczy, Harks, Klieme, Blum, & Hochweber, 2013), individual versus collective feedback (Roschelle et al, 2010), or immediate versus summative feedback (Fyfe & Rittle-Johnson, 2016). To structure this variety, Hattie and Timperley (2007) propose a model of feedback building on three perspectives:…”

Research priorities in mobile learning: An international Delphi study / Les priorités de recherche en matière d'apprentissage mobile: Une étude de Delphes internationale

“…Table 3 lists the six research statements and descriptive statistics for the category of the highest research priority: learning and teaching strategies. In addition to facilitating communication and interaction, other types of intervention of using mobile technologies to support collaborative learning include presenting the individual portions of an assigned learning task and serving as the focal point of interaction (e.g., Roschelle et al, 2009), providing feedback for group learning and instructor teaching (e.g., Zurita and Nussbaum, 2004b), and managing and regulating interaction process (e.g., Chen et al, 2008). …”