Collabor-ology: Improving Literacy and Engagement in Junior High Language Arts
Date
2015-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Calgary
Abstract
This mixed methods study investigates differences in student achievement in a grade nine English classroom when comparing Direct Instruction, a Collaborative Learning Model and a Computer Supported Collaborative Learning Model (CSCL). Quantitative data indicated a statistically significant difference in student achievement between Direct Instruction and each of the collaborative learning models. Qualitative data were analyzed into three thematic categories: Engagement, Student Learning, and Efficacy. A student preference for CSCL emerged.
Description
Keywords
Collaboration, Improving engagement, Computer-supported collaboration, Engagement, English language learning
Citation
Bartel Nickel, C. "Collabor-ology: Improving Literacy and Engagement in Junior High Language Arts" (2015). In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 127-136. Calgary, Canada: Werklund School of Education, University of Calgary.