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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 Orcid Logo

British Journal of Educational Technology, Volume: 50, Issue: 6, Pages: 3214 - 3232

Swansea University Author: Tom Crick Orcid Logo

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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
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URI: https://cronfa.swan.ac.uk/Record/cronfa46173
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first_indexed 2018-11-30T14:22:30Z
last_indexed 2023-01-11T14:23:11Z
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spelling 2022-12-18T17:28:14.3714801 v2 46173 2018-11-30 Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2018-11-30 EDUC 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. Journal Article British Journal of Educational Technology 50 6 3214 3232 Wiley 00071013 Multi-touch, Collaboration, Co-location, Primary education, Computer-supported collaborative learning 11 1 2019 2019-01-11 10.1111/bjet.12728 https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12728 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2022-12-18T17:28:14.3714801 2018-11-30T09:45:59.1096720 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Gary Beauchamp 1 Andrew Joyce-Gibbons 2 James Mc Naughton 3 Nick Young 4 Tom Crick 0000-0001-5196-9389 5 46173__12655__8794dd4d4dd047eebdc8e967b0904b9b.pdf 46173.pdf 2019-01-31T10:05:25.2200000 Output 1242222 application/pdf Accepted Manuscript true 2020-07-11T00:00:00.0000000 true eng
title Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools
spellingShingle Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools
Tom Crick
title_short Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools
title_full Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools
title_fullStr Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools
title_full_unstemmed Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools
title_sort Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Tom Crick
author2 Gary Beauchamp
Andrew Joyce-Gibbons
James Mc Naughton
Nick Young
Tom Crick
format Journal article
container_title British Journal of Educational Technology
container_volume 50
container_issue 6
container_start_page 3214
publishDate 2019
institution Swansea University
issn 00071013
doi_str_mv 10.1111/bjet.12728
publisher Wiley
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
url https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12728
document_store_str 1
active_str 0
description 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.
published_date 2019-01-11T03:57:56Z
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score 11.01409

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