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International Journal of Computer-Supported Collaborative Learning

Erschienen in:

01.03.2015

Appropriation of a representational tool in a second-language classroom

verfasst von: Yun Wen, Chee-Kit Looi, Wenli Chen

Erschienen in: International Journal of Computer-Supported Collaborative Learning | Ausgabe 1/2015

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Abstract

While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language learning. This case study contextually investigates the appropriation of a representational tool by students in small groups, in the context of collaborative second language writing activities. In this paper, micro-analysis of cross-media interactions is deployed to unravel how different groups of students evolve alternative approaches to appropriating the technology. The study explores the beneficial affordances of a representational tool that supplement face-to-face communication for second language learning, and draws implications for the design of collaborative L2 learning in networked classrooms.

Vorheriger Artikel “Whoa! We’re going deep in the trees!”: Patterns of collaboration around an interactive information visualization exhibit

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Titel: Appropriation of a representational tool in a second-language classroom
verfasst von: Yun Wen
Chee-Kit Looi
Wenli Chen
Publikationsdatum: 01.03.2015
Verlag: Springer US
Erschienen in: International Journal of Computer-Supported Collaborative Learning / Ausgabe 1/2015
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
DOI: https://doi.org/10.1007/s11412-015-9208-0

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