The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

Autor/inn/en	Engeness, Irina; Edwards, Anne
Titel	The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools
Quelle	In: Scandinavian Journal of Educational Research, 61 (2017) 6, S.650-667 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2016.1173093
Schlagwörter	Cooperative Learning; Electronic Learning; Secondary School Curriculum; Teacher Student Relationship; Peer Relationship; Interaction; Learning Processes; Intervention; Technology Uses in Education; Group Dynamics; Protocol Analysis; Teaching Methods; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Interaktion; Learning process; Lernprozess; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gruppendynamik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Norwegen
Abstract	The relationship between the different mediational means for supporting students' learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin's conceptualisation of learning processes. Findings show that digital tools, task design, peer collaboration, and teacher's interventions dialectically interplay to shape how learners use mediational means: (1) digital tools are the resources that enable students to explicate their (mis)understandings; (2) compare-and-contrast tasks promote analytical thinking; (3) peers present themselves as resources who promote development of conceptual understanding; (4) the teacher guides learners' attention towards the potential of the mediational resources, elicits, organises, and structures students' knowledge. The dialectical interplay of these mediational means creates a system that supports and guides students' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01