NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1028989
Record Type: Journal
Publication Date: 2014-Feb
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0266-4909
Exploring Students' Learning Effectiveness and Attitude in Group Scribbles-Supported Collaborative Reading Activities: A Study in the Primary Classroom
Lin, C.-P.; Chen, W.; Yang, S.-J.; Xie, W.; Lin, C.-C.
Journal of Computer Assisted Learning, v30 n1 p68-81 Feb 2014
Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study. Experimental and control groups were established to investigate the effectiveness of GS-supported collaborative learning in enhancing students' reading comprehension. The results affirmed the effectiveness of the intervention designed. In the experiment group, students' learning attitudes, motivation and interest were enhanced as well. Further analyses were done to probe students' interaction processes in the networked collaborative classroom and different collaboration patterns and behaviours were identified. Based on the findings obtained, implications for future learning design to empower L1 learning were elaborated.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A