Enhancing pair learning of pupils with cognitive disabilities: structural support with help of floor control

Computer-supported collaborative learning has the potential to be an effective learning method for pupils with cognitive disabilities, but there is just little research in this area. A computer-supported environment offers several possibilities to handle the specific demands of this target group, for example, by structuring the learning situation with Floor Control. Floor Control explicitly structures the activities in the learning environment and implicitly enhances communication. To examine whether the Floor Control supports the collaboration process on activity level as well as on communication level or not, two versions of a CSCL environment were realized and compared with each other. The results revealed an improved task-related communication and a higher quality of learning results.