Journal ArticleDOI
A quantitative multimodal discourse analysis of teaching and learning in a web-conferencing environment - The efficacy of student-centred learning designs
Matt Bower,John G. Hedberg +1 more
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The coding framework draws together the fields of systemic functional linguistics and Activity Theory to analyze interactions between collaborative-, content- and technology-related discourse to examine how the task subject matter, the activity design, and the choice of interface affected interaction and collaboration for a computing course conducted in a web-conferences environment.Abstract:
This paper presents a quantitative approach to multimodal discourse analysis for analyzing online collaborative learning. The coding framework draws together the fields of systemic functional linguistics and Activity Theory to analyze interactions between collaborative-, content- and technology-related discourse. The approach is used to examine how the task subject matter, the activity design, and the choice of interface affected interaction and collaboration for a computing course conducted in a web-conferencing environment. The analysis revealed the critical impact of activity design on the amount and type of discourse that transpired. Student-centred designs resulted in over six times more student discourse as compared to teacher-centred designs and created a learning environment where students took greater ownership over the tasks and contributed more to the content-based discussion. The paper also incorporates a rationale for the approach to coding and a reflection on its efficacy for discourse analysis in technology-based learning environments.read more
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The Cambridge Handbook of Multimedia Learning
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Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction
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Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes
TL;DR: The results show that although the hybrid virtual classroom is promising regarding flexibility in education as it gives students the choice where to attend the course, it is also the most challenging one to teach in and to learn in as a remote participant.
Journal ArticleDOI
Improving the Computational Thinking Pedagogical Capabilities of School Teachers
Matt Bower,Leigh N. Wood,Jennifer W. M. Lai,C Howe,Raymond Lister,Raina Mason,Kate Highfield,Jennifer Veal +7 more
TL;DR: In this article, a series of computational thinking workshops for Foundation to Year 8 teachers held at an Australian university was presented. But the authors did not address the strategic issues by illustrating a seriesof computational thinking workshop for Foundation-to-Year 8 teachers.
References
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