Supporting online learning for diverse elementary students: A community of inquiry approach to collaborative multimodal composing—processes, products, and perspectives

Q1 Arts and Humanities
Amanda Yoshiko Shimizu , Jill Santos
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引用次数: 0

Abstract

When the pandemic forced schools online, teachers quickly adapted to meet their students' needs. Despite these efforts, U.S. educational disruptions deepened achievement disparities for students of color and low-income backgrounds. Although many schools have returned to in-person learning, online learning is expanding rapidly, highlighting the need to design it inclusively, especially for elementary-aged students—a group less understood in this context. Guided by a Community of Inquiry (CoI) framework, we first outline how a teacher-researcher partnership purposefully planned and implemented an online writing workshop to support culturally, linguistically and socio-economically diverse third-grade students to develop as a community of engaged learners. Then, we focus on the kinds of learning and interactions that occurred between students during a computer-mediated collaborative multimodal composing (MMC) project as well as their perspectives on their collaborations, learning, and final multimodal products. Findings indicate that MMC with digital tools, when implemented with instruction through a CoI framework that centers teacher, social, cognitive, and learner presence, enables students from all backgrounds to foster essential literacy and 21st-century skills. These findings establish a foundational understanding for teachers and researchers working with young, diverse learners in computer-mediated and online contexts.
支持不同小学生的在线学习:协作式多模态写作过程、产品和观点的探究方法社区
当疫情迫使学校上线时,教师们迅速做出调整,以满足学生的需求。尽管做出了这些努力,但美国教育的混乱加深了有色人种和低收入背景学生的成就差距。尽管许多学校已经恢复了面对面学习,但在线学习正在迅速扩大,这凸显了包容性设计的必要性,尤其是针对小学年龄的学生——这一群体在这种情况下鲜为人知。在探究社区(CoI)框架的指导下,我们首先概述了教师-研究员伙伴关系如何有目的地计划和实施在线写作研讨会,以支持文化、语言和社会经济不同的三年级学生发展成为一个积极参与的学习者社区。然后,我们将重点关注在计算机介导的协作多模态作曲(MMC)项目中学生之间发生的各种学习和互动,以及他们对合作、学习和最终多模态产品的看法。研究结果表明,采用数字工具的MMC,通过以教师、社会、认知和学习者在场为中心的CoI框架进行教学,可以使来自不同背景的学生培养基本的读写能力和21世纪技能。这些发现为教师和研究人员在计算机媒介和在线环境中与年轻、多样化的学习者合作建立了基本的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Computers and Composition
Computers and Composition Arts and Humanities-Language and Linguistics
CiteScore
4.30
自引率
0.00%
发文量
34
审稿时长
25 days
期刊介绍: Computers and Composition: An International Journal is devoted to exploring the use of computers in writing classes, writing programs, and writing research. It provides a forum for discussing issues connected with writing and computer use. It also offers information about integrating computers into writing programs on the basis of sound theoretical and pedagogical decisions, and empirical evidence. It welcomes articles, reviews, and letters to the Editors that may be of interest to readers, including descriptions of computer-aided writing and/or reading instruction, discussions of topics related to computer use of software development; explorations of controversial ethical, legal, or social issues related to the use of computers in writing programs.
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