TY - GEN
T1 - Using design-based research to improve peer help-giving in a middle school math classroom
AU - Mawasi, Areej
AU - Ahmed, Ishrat
AU - Walker, Erin
AU - Wang, Shang
AU - Marasli, Zeynep
AU - Whitehurst, Amanda
AU - Wylie, Ruth
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. 1736103.
Publisher Copyright:
© ISLS.
PY - 2020
Y1 - 2020
N2 - Computer-Supported Collaborative Learning (CSCL) environments are often designed to support collaboration within a single digital platform. However, with the growth of technology in classrooms, students often find themselves working in multiple contexts (i.e., a student might work face-to-face with a peer on one task and then move to engaging in an online discussion for homework). We have created a CSCL environment that aims to support student help-giving across a variety of digital platforms. This paper describes three cycles of a design-based research study that aims to design a system to support help-giving and improve interaction quantity and quality across different contexts as well as to better understand whether students benefit by the addition of multiple contexts. The paper shares major refinements across the three cycles that worked to balance research, pedagogical, and technological goals to improve students’ help-giving behavior in a middle-school mathematics classroom.
AB - Computer-Supported Collaborative Learning (CSCL) environments are often designed to support collaboration within a single digital platform. However, with the growth of technology in classrooms, students often find themselves working in multiple contexts (i.e., a student might work face-to-face with a peer on one task and then move to engaging in an online discussion for homework). We have created a CSCL environment that aims to support student help-giving across a variety of digital platforms. This paper describes three cycles of a design-based research study that aims to design a system to support help-giving and improve interaction quantity and quality across different contexts as well as to better understand whether students benefit by the addition of multiple contexts. The paper shares major refinements across the three cycles that worked to balance research, pedagogical, and technological goals to improve students’ help-giving behavior in a middle-school mathematics classroom.
UR - http://www.scopus.com/inward/record.url?scp=85102875730&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85102875730&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85102875730
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 1189
EP - 1196
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
PB - International Society of the Learning Sciences (ISLS)
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Y2 - 19 June 2020 through 23 June 2020
ER -