Deconstructing Orchestration Load: Comparing Teacher Support through Mirroring and Guiding

Autor/inn/en	Amarasinghe, Ishari; Hernández-Leo, Davinia; Ulrich Hoppe, H.
Titel	Deconstructing Orchestration Load: Comparing Teacher Support through Mirroring and Guiding
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 16 (2021) 3, S.307-338 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amarasinghe, Ishari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-021-09351-9
Schlagwörter	Cooperative Learning; Computer Assisted Instruction; Scripts; Learning Analytics; Computer Oriented Programs; Network Analysis; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Computer based training; Computerunterstützter Unterricht; Skript; Computerprogramm; Netzplantechnik; Computerkonferenz
Abstract	Under the notion of "CSCL scripts", different pedagogical models for structuring and supporting collaboration in the classroom have been proposed. We report on a practical experience with scripts based on the Pyramid collaborative learning flow pattern supported by a specific classroom tool and a teacher-facing dashboard that implements mirroring and guiding support. The input data of our analysis stems from recordings of classroom interactions guided by several teachers using the PyramidApp with different levels of teaching support. For the analysis, we introduce a specific coding scheme enabling a quantitative comparison and deeper analysis using epistemic network analysis. The results show that the guiding support enabled teachers to perform more orchestration actions, more targeted interactions and to make more announcements to the class (regarding time, phase transitions, and students' activity participation) when compared to the mirroring support. Teachers' actionable differences observed under the mirroring and guiding support directed us to deconstruct the notion of orchestration load into different facets and to discuss how different support provisions correspond to the different facets of orchestration load. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01