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Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools / Gary Beauchamp; Andrew Joyce-Gibbons; James Mc Naughton; Nick Young; Tom Crick

British Journal of Educational Technology

Swansea University Author: Crick, Tom

  • Accepted Manuscript under embargo until: 11th July 2020

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DOI (Published version): 10.1111/bjet.12728

Abstract

This study explores remote, non-collocated collaboration via multi-touch table (SynergyNet) and video conferencing software (Skype). Twenty-four participants (aged 10-11 years) in two locations -- primary school classrooms located 300 miles apart in the UK -- engaged in simultaneous collaborative ac...

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Published in: British Journal of Educational Technology
ISSN: 00071013
Published: Wiley 2019
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa46173
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Abstract: This study explores remote, non-collocated collaboration via multi-touch table (SynergyNet) and video conferencing software (Skype). Twenty-four participants (aged 10-11 years) in two locations -- primary school classrooms located 300 miles apart in the UK -- engaged in simultaneous collaborative activity to solve a History mystery task. Audio-video data recorded in the first minute of the activity was analysed to explore the emergence of collaborative working practices both within groups in the same location (resizing for shared reading) and between the groups communicating via video conferencing software and through the ‘flick’ multi-touch gesture (sharing clues between groups). Results indicated that most groups focused first on the establishment of intra-group collaboration before reaching out to their remotely located partners. However, when the second data set was analysed, audio data from interviews conducted seven months after the original study, participants reported that the discussion between groups supported by the ‘flick’ gesture were the most important and memorable features of the activity. The study relates these findings to existing literature on collaborative learning using multi-touch tables and considers how teachers are best able to help support the emergence of collaborative practices.
Keywords: Multi-touch, Collaboration, Co-location, Primary education, Computer-supported collaborative learning
College: College of Arts and Humanities