Dynamic social network perspective on interaction in collaborative learning in elementary classrooms
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F23%3A00134195" target="_blank" >RIV/00216224:14210/23:00134195 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.earli.org/events/earli2023#section-programme" target="_blank" >https://www.earli.org/events/earli2023#section-programme</a>
DOI - Digital Object Identifier
—
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Dynamic social network perspective on interaction in collaborative learning in elementary classrooms
Popis výsledku v původním jazyce
Collaborative learning has potential to promote student peer relationships, help to develop positive learning attitudes, and improve learning outcomes. Moreover, the more students talk, the more they learn. On the other hand, student disengagement from a collaborative task renders the task useless. It is therefore beneficial to understand the processes driving interactions of individual students during collaborative tasks and processes leading to some students being excluded from group interactions. This research builds on videorecorded collaborative tasks collected from 62 groups – each comprising 3 to 5 students – from 6 Czech elementary classrooms. The collaborative tasks were implemented by 6 different teachers under the supervision of our research team as part of a larger research project aimed at improving communication in classrooms. This research employs dynamic network actor models to addresses the question “What influences interaction during collaborative tasks in elementary classrooms?”
Název v anglickém jazyce
Dynamic social network perspective on interaction in collaborative learning in elementary classrooms
Popis výsledku anglicky
Collaborative learning has potential to promote student peer relationships, help to develop positive learning attitudes, and improve learning outcomes. Moreover, the more students talk, the more they learn. On the other hand, student disengagement from a collaborative task renders the task useless. It is therefore beneficial to understand the processes driving interactions of individual students during collaborative tasks and processes leading to some students being excluded from group interactions. This research builds on videorecorded collaborative tasks collected from 62 groups – each comprising 3 to 5 students – from 6 Czech elementary classrooms. The collaborative tasks were implemented by 6 different teachers under the supervision of our research team as part of a larger research project aimed at improving communication in classrooms. This research employs dynamic network actor models to addresses the question “What influences interaction during collaborative tasks in elementary classrooms?”
Klasifikace
Druh
O - Ostatní výsledky
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
<a href="/cs/project/GA21-16021S" target="_blank" >GA21-16021S: Kolektivita v dialogickém vyučování: Intervenční studie</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2023
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů