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Exploring Teacher Intervention in the Intersection of Digital Resources, Peer Collaboration, and Instructional Design

机译：在数字资源，同伴协作和教学设计的交叉口中探索教师干预

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This paper reports on a case study of the teacher's role as facilitator in computer-supported collaborative learning (CSCL) settings in science. In naturalistic classroom settings, the teacher most often acts as an important resource and provides various forms of guidance during students' learning activities. Few studies, however, have focused on the role of teacher intervention in CSCL settings. By analyzing the interactions between secondary school students and their teacher during a science project, the current study provides insight into the concerns that teachers might encounter when facilitating students' learning processes in these types of settings. The analyses show that one main concern was creating a balance between providing the requested information and supporting students in utilizing each other's knowledge and understanding. Another concern was balancing support on an individual versus group level, and a third concern was directing the students' attention to coexisting conceptual perspectives. Most importantly, however, the analyses show how teacher intervention constitutes the pivotal glue that aids students in linking and using coexisting aspects of support such as peer collaboration, digital tools, and instructional design. (C) 2015 Wiley Periodicals, Inc.
机译：本文报道了一个案例研究，该案例研究了教师在科学中的计算机支持的协作学习（CSCL）设置中作为促进者的角色。在自然主义的课堂环境中，教师通常是重要的资源，并在学生的学习活动中提供各种形式的指导。但是，很少有研究集中在CSCL设置中教师干预的作用。通过分析科学项目中中学生与他们的老师之间的互动，当前的研究提供了对教师在这些类型的环境中促进学生学习过程中可能遇到的担忧的见解。分析表明，一个主要关注点是在提供所需信息与支持学生利用彼此的知识和理解之间取得平衡。另一个关注点是在个人和小组层面上平衡支持，而第三个关注点是引导学生注意共存的概念观点。然而，最重要的是，分析表明，教师干预是如何构成关键的粘合剂，可帮助学生链接和使用并存的支持方面，例如同伴协作，数字工具和教学设计。 （C）2015威利期刊公司

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