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The nature of peer-peer interaction ...

Hsieh, Yi Chin.

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The nature of peer-peer interaction in internet-supported collaboration: A case study in a freshman English class in Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The nature of peer-peer interaction in internet-supported collaboration: A case study in a freshman English class in Taiwan./
作者:	Hsieh, Yi Chin.
面頁冊數:	272 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3716701
ISBN:	9781321958577

The nature of peer-peer interaction in internet-supported collaboration: A case study in a freshman English class in Taiwan.
Hsieh, Yi Chin.

The nature of peer-peer interaction in internet-supported collaboration: A case study in a freshman English class in Taiwan. - 272 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2015.

This item must not be sold to any third party vendors.

This study explored learners' patterns of interaction and perceptions in an Internet-supported collaborative context by looking at learners' interactions with peers and online resources, the dynamics of scaffolding among learners and online resources, and how learners build shared understandings with scaffolding provided by online resources. The study addresses two questions: (1) What are the participants' perceptions of the Internet-supported collaborative learning experience in terms of the scaffolding from online resources, peer interactions, the use of information-searching skills, and overall satisfaction? (2) How do learners' patterns of interaction during text construction differ across two settings: without online resource support and with online resource support?

ISBN: 9781321958577Subjects--Topical Terms:

516208
English as a second language.

The nature of peer-peer interaction in internet-supported collaboration: A case study in a freshman English class in Taiwan.
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245 1 4 $a The nature of peer-peer interaction in internet-supported collaboration: A case study in a freshman English class in Taiwan.
300 $a 272 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Faridah Pawan.
502 $a Thesis (Ph.D.)--Indiana University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a This study explored learners' patterns of interaction and perceptions in an Internet-supported collaborative context by looking at learners' interactions with peers and online resources, the dynamics of scaffolding among learners and online resources, and how learners build shared understandings with scaffolding provided by online resources. The study addresses two questions: (1) What are the participants' perceptions of the Internet-supported collaborative learning experience in terms of the scaffolding from online resources, peer interactions, the use of information-searching skills, and overall satisfaction? (2) How do learners' patterns of interaction during text construction differ across two settings: without online resource support and with online resource support?
520 $a Fifty-six students from a national university in Taiwan enrolled in Freshman English were required to write two texts in pairs, first without Internet support and then with Internet support. Students' interactions were video and audio recorded. A pre-task survey and an English test were conducted to collect the participants' demographic data and language proficiency information. A post-task questionnaire and stimulated recall interview with each pair were conducted afterwards to collect learners' attitudinal data. Storch's (2002a) framework of learners' patterns of interaction was utilized to analyze the participants' interaction patterns.
520 $a The findings show that the use of Internet support did not necessarily reinforce learners' collaborative patterns. The extent to which learners utilized online resources to support their joint work was dependent on their degree of collaboration at the onset. Amongst highly collaborative pairs, Internet had the potential to enhance active thinking and dynamic flow of scaffolding. For less collaborative pairs, Internet served as a mediational tool that encouraged the emergence of collaborative patterns. However, amongst non-collaborative peers, it is suggested that the use of the Internet decreased peer interactions.
520 $a This study provides a portrayal of the interplay between learners' collaborative patterns and their utilization of online resources, which may inform teachers seeking to integrate the Internet to assist their students' collaborative learning. The insights can be used to help teachers to make informed choices regarding whether to integrate Internet use, ways to evaluate how online resources support their students' learning, and the extent to which students' collaboration can be facilitated.
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