Relating teaching situations to learner activities 163 163 163 163 163 © 1997 Blackwell Science Ltd, Journal of Computer Assisted Learning 13 13 13 13 13, 163–174 Journal of Computer Assisted Learning (1997) 13 13 13 13 13, 163–174 163 163 163 163 163 Relating characteristics of teaching situations to learner activities A. Tiberghien & E. de Vries CNRS et Université of Lyon 2, UMR-GRIC, Equipe COAST Abstract Abstract Abstract Abstract Abstract This paper compares collaborative problem solving by learners sitting side-by-side with computer-mediated learning at a distance. Three aspects are studied: students’ problem solving strategies and interpretation of the teaching situation, their use of components of the situation, and the cognitive processes involved in understanding domain knowledge, energy in physics. The analysis shows how situational characteristics affect the balance between discussion and construction activities, as well as the degree of salience of certain components of the situation. Furthermore, the simple and complex cognitive processes are not expressed to the same degree in side-by-side and distance cases. Implications of these results for the design of teaching situations are discussed. Keywords: Cognitive processes; Distance collaboration; Teaching situations; Learning physics Introduction Introduction Introduction Introduction Introduction This paper investigates changes in situational characteristics and students’ joint knowledge construction when a teaching sequence for student pairs working side-by-side is transposed into a computer-mediated situation. Pairs of learners were studied as they solved problems working side-by-side using one computer, or through a network at a distance, each using one computer. In the latter case, students communicated by typing messages that could be seen in real time by their partner. In both situations, the students drew their solution on the computer using a specially designed interface (Devi et al., 1996). Whereas the main difference between these situations is the type of interaction allowed, the common goal in the design is students learning through collaboration. New technologies provide an interesting opportunity for investigating the variety of teaching situations which, nowadays, is greatly increasing. Thus, This paper is derived from research reported and discussed at EARLI’95 in Nijmegen and represents aspects of the work of the European Laboratory, LERANT. Correspondence: A. Tiberghien, COAST, UMR-GRIC, CNRS/Université of Lyon 2, Ecole Normale Supérieure de Lyon, 46 allée d’Italie, 69364 Lyon cedex 07, France. Email: Andree.Tiberghien@ens-lyon.fr