Emerging Collaborative and
Cooperative Practices in 1:1 Schools
Annika Andersson
Matilda Wiklund
Mathias Hatakka
Educational Science and Informatics
Örebro University, Sweden
firstname.lastname@oru.se
UnosUno
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2010-2013
23 schools in 10 municipalities
12.000 students (age 6-19) and 1.200 teachers
The aim of the project is to monitor and analyze the effects and
results of the implementation of 1:1 from different perspectives:
students' learning and development, teachers' roles and methods,
school management's guidance and steering, as well as cooperation
and relation between the school and the home. All factors are to be
analyzed through various demographic lenses such as gender,
socio-economic background and ethnicity.
Focus of this paper
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Exploration of how
laptops used in 1:1
classrooms affect
cooperation and
collaboration practices
Builds on a Deweyan
social and interactional
constructivist strand and
collaborative theories of
learning
Observational time study
”Groupwork”
Collaboration
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Collaborative theories of
learning focus specifically
on learning as a
collaborative, social
enterprise where
independent groups of
students work together to
solve problems or
accomplish tasks
collectively (Johnson &
Johnson, 1999).
Cooperation
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… as opposed to
cooperative work where
group work tasks are
divided between the
participants
Research questions
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Which time distribution patterns are
found in terms of individual- vs.
group work in our observed 1:1
classrooms?
Which time distribution patterns are
found in terms of computer use vs.
non-computer use?
Which collaboration practices are
found in groupwork constellations?
Which implications for learning
opportunities does this suggest
from a constructivist and
collaborative perspective?
Method-Materials
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Observational study in 1:1
schools
Spring- and Fall-semesters
2013
36 classroom observations
were conducted and 2509
minutes were documented
in field notes.
In total 650 unique students
were observed
Which time distribution patterns are found in terms of
individual- vs. group work in our observed 1:1 classrooms?
35%
30%
25%
20%
% of time
15%
10%
5%
0%
Groupwork
Individual work
Teacher
lecturing
Setup time
Student
Watching movie
presentations
Which time distribution patterns are found in terms of
computer use vs. non-computer use?
25%
20%
15%
10%
5%
% of time
0%
Which collaboration practices are found in groupwork
constellations?
700
600
500
400
Minutes observed
300
200
100
0
1:1
1:2
2:2
1:3
3:3
2:3
2:4
1:N
Which implications for learning opportunities does this
suggest from a constructivist and collaborative
perspective?
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Most classroom collaboration
was face-to-face
Computers used mainly for
cooperation - a division of
labour
Exception 1: file sharing
programs (writing in the same
document at the same time,
more in accordance with
definitions of collaboration)
Exception 2: one groupmember in distance mode
Group size of students matters
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Some constellations, such as
1:2, 2:2 and 2:4, kept all the
students more active than
constellations with three
members (e.g., 1:3, 3:3, 2:3)
where at least one of the
students sooner or later turned
inactive
If teachers want the students
to work in larger groups, our
study indicates a need for
them to thoroughly prepare
learning situations and
assignments that encourages
every member of the group to
participate and be active
More research needed…
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A continuation of this
research would benefit from
comparing collaborative and
cooperative practices when
then the laptop is used as
opposed to when it is not
Also – collaborative and
cooperative practices
outside the classroom…
Thank you!