How teachers intervene in collaboration among distributed students at the elementary level

[[abstract]]This study investigates the potential strategies a tutor could adopt to lead computer supported distributed elementary school students in working together. Protocol analysis was undertaken to elicit the invisible knowledge contained in the tutor's mind. Ten tutors, experienced in guiding computer supported collaborative learning (CSCL), were recruited to intervene in an arranged experimental CSCL activity for thirty Taiwanese pupils. The all actions of each tutor were recorded as the tutor performed interventions to improve student teamwork. These recordings were analyzed by four researchers. Seven sets of tutor knowledge in intervening in student collaboration were acquired. This knowledge is valuable for conducting an effective CSCL activity or developing an effective student learning support system.