An observational study of social behavior in microcomputer classrooms

摘要

This study examines the effects of five variables — student grouping at the computer, keyboarding status, academic discipline, student gender, and gender of partner — on student social behavior, both verbal and affective, in microcomputer classrooms. The effect of these variables on teacher behavior was also investigated. This study provides empirical corroboration for an earlier survey and interview study exploring the impact of microcomputers within a social cognitive framework. For the present study, subjects were students in a business high school who were observed while working in varied academic classes using an observational coding system. Results indicate that student grouping (individual or paired), keyboarding status, and academic discipline are related to social behaviors in computer classrooms. Students paired at the computer as compared to students working alone demonstrated enhanced task-oriented social behaviors. In several academic disciplines, where there was varied software and lesson structure, social behaviors differed, but further investigation is needed to clarify the role of these factors in a complex learning situation.