Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness

Chee Kit LOOI, Wenli CHEN, Foo-Keong NG

Research output: Contribution to journalArticlespeer-review

74 Citations (Scopus)

Abstract

This paper describes the findings of an exploratory cycle of a design-based research project and examines the learning effectiveness of collaborative activities that are supported by the GroupScribbles (GS) software technology in two Singapore primary science classrooms. The students had ten weeks of GS-based lessons in science, which were co-designed by teachers and researchers to teach the curriculum by tapping on collaborative work in small groups as well as in the whole class. The results show that the GS classes performed better than non-GS classes as measured by traditional assessments. With GS, students were found to have more opportunities to participate in class discussions, and were exposed to diversified ideas. Analysis of data collected in the classroom as well as data on students' attitudes and perceptions indicate that GS facilitated students' collaborative learning, and improved students' epistemology and attitudes toward science learning. Copyright © 2009 Elsevier Ltd. All rights reserved.

Original languageEnglish
Pages (from-to)14-26
JournalComputers & Education
Volume54
Issue number1
Early online dateAug 2009
DOIs
Publication statusPublished - Jan 2010

Citation

Looi, C.-K., Chen, W., & Ng, F.-K. (2010). Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness. Computers & Education, 54(1), 14-26. doi: 10.1016/j.compedu.2009.07.003

Keywords

  • Computer-mediated communication
  • Cooperative/collaborative learning
  • Improving classroom teaching
  • Elementary education

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