Interaction dynamics in classroom group work

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F24%3A00136131" target="_blank" >RIV/00216224:14210/24:00136131 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1016/j.socnet.2024.05.002" target="_blank" >https://doi.org/10.1016/j.socnet.2024.05.002</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.socnet.2024.05.002" target="_blank" >10.1016/j.socnet.2024.05.002</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Interaction dynamics in classroom group work

Popis výsledku v původním jazyce

Group work in classrooms is employed by teachers across all levels of education. For group work to be effective, all students should participate equally. Why some students engage in interaction and how group size and composition influence interaction dynamics is a research gap. We employed dynamic actor-oriented models on a sample of 145 Czech lower-secondary students in 62 small groups and pooled the results from the groups with a meta-analytical procedure. We found bursty behavior resulting from endogenous structural mechanisms of reciprocity, transitivity, cyclicity, and preferential attachment. Students gave preference to initiating interactions with those they initiated interactions with before and off-task interaction contributed to the development of on-task interaction. Students strongly preferred interactions with friends. Those students who talked a lot during regular whole-classroom lessons and students with high levels of literacy tended to both initiate and receive more interactions in group work, and students similar in these attributes preferred to interact with each other. Group size did not affect preferential attachment tendencies in interaction, but smaller groups made the effect of friendship ties on interactions stronger, and communication group norms shifted with changing group composition. Our study shows the suitability of dynamic actor-oriented models for studying interaction in education and small groups.

Název v anglickém jazyce

Interaction dynamics in classroom group work

Popis výsledku anglicky

Group work in classrooms is employed by teachers across all levels of education. For group work to be effective, all students should participate equally. Why some students engage in interaction and how group size and composition influence interaction dynamics is a research gap. We employed dynamic actor-oriented models on a sample of 145 Czech lower-secondary students in 62 small groups and pooled the results from the groups with a meta-analytical procedure. We found bursty behavior resulting from endogenous structural mechanisms of reciprocity, transitivity, cyclicity, and preferential attachment. Students gave preference to initiating interactions with those they initiated interactions with before and off-task interaction contributed to the development of on-task interaction. Students strongly preferred interactions with friends. Those students who talked a lot during regular whole-classroom lessons and students with high levels of literacy tended to both initiate and receive more interactions in group work, and students similar in these attributes preferred to interact with each other. Group size did not affect preferential attachment tendencies in interaction, but smaller groups made the effect of friendship ties on interactions stronger, and communication group norms shifted with changing group composition. Our study shows the suitability of dynamic actor-oriented models for studying interaction in education and small groups.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

SOCIAL NETWORKS

ISSN

0378-8733

e-ISSN

1879-2111

Svazek periodika

79

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

11

Strana od-do

14-24

Kód UT WoS článku

001250013700001

EID výsledku v databázi Scopus

2-s2.0-85195103387