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dc.contributor.authorBeauchamp, Gary
dc.contributor.authorJoyce-Gibbons, Andrew
dc.contributor.authorMcNaughton, James
dc.contributor.authorYoung, Nick
dc.contributor.authorCrick, Tom
dc.date.accessioned2019-01-30T10:21:06Z
dc.date.available2019-01-30T10:21:06Z
dc.date.issued2019-01-11
dc.identifier.citationBeauchamp G., Joyce-Gibbons A., Mc Naughton J., Young N., & Crick T. (2019) ‘Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools’, British Journal of Educational Technology. DOI: 10.1111/bjet.12728.en_US
dc.identifier.issn1467-8535
dc.identifier.urihttp://hdl.handle.net/10369/10252
dc.descriptionArticle published in British Journal of Educational Technology on 11 January 2019 (online), available at: https://doi.org/10.1111/bjet.12728. The author’s post-print will be made available in this repository from 11 July 2020.en_US
dc.description.abstractThis 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 delayed interviews conducted 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.en_US
dc.description.sponsorshipEconomic and Social Research Council. Engineering and Physical Sciences Research Council. Grant Number: RES-139-25-0400en_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofseriesBritish Journal of Educational Technology;
dc.titleExploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schoolsen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1111/bjet.12728
dcterms.dateAccepted2018-12-15
rioxxterms.versionAMen_US
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden_US
rioxxterms.licenseref.startdate2019-01-28
rioxxterms.freetoread.startdate2020-07-11


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