ABSTRACT
This poster describes ongoing work that examines students use of a computer-based learning environment designed to bridge school and out-of-school learning contexts by incorporating affordances of both formal and informal learning settings. Data presented illustrate sixth grade students' use of online chat in class and at home and present an initial examination of chat interactions (in both mixed-gender and single-gender peer groups) while their agents are involved in a competitive game.
- Biswas, G., Schwartz, D., Leelawong, Vye, N., & TAG-V. (2005). Learning by teaching: A new agent paradigm for educational software. Applied Artificial Intelligence, 19, 363-392.Google ScholarCross Ref
- Strauss, A., & Corbin, J. (1994). Grounded theory methodology. In Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: Sage Publications, Inc.Google Scholar
- Suthers, D., Dwyer, N., Medina, R., & Vatrapu, R. (2007). A framework for analyzing interactional processes in online learning. American Educational Research Association (AERA).Google Scholar
Index Terms
- Bridging school and home: students' engagement with technology-rich activities
Recommendations
Bridging the Web: WebQuests in Writing Classrooms
In this study, 60 students of an EFL writing course participated in a semester-long WebQuest authoring activity. This activity is designed for students to improve their English learning reading and writing skills in the process of WebQuest creation. The ...
Bridging the app gap
In this study we present a professional development initiative aimed at helping urban teachers in low-income underserved schools in the U.S. learn how to utilize iPads (a representative mobile device) and educational apps (software programs that run on ...
Comments