Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Secondary Students Use of Dialogical Discussion Practices to Foster Greater Interaction

Secondary Students Use of Dialogical Discussion Practices to Foster Greater Interaction This article describes the results of a study that investigated the effect of features of talk that appear to foster higher levels of interaction, within the scope of a larger study (Davies and Meissel in Br Educ Res J 42:342–365, 2016). Students were recruited from seven classrooms across three secondary schools of varying socioeconomic levels within the Auckland region in New Zealand, with four of the classrooms engaging in face-to-face and online discussion in small groups and the other three participating as whole classes. Results indicated a significant increase in the proportion of uptake questions used by students working in small groups for face-to-face group discussions. When placed in online groups (the same groups as the face-to-face groups), uptake questions increased. Classes who worked as a whole class online used significantly more elaborated explanations but, consequently, fewer interactions—less than half as many as the small groups. The results suggest that students using uptake questions fostered higher levels of interactions in both conditions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png New Zealand Journal of Educational Studies Springer Journals

Secondary Students Use of Dialogical Discussion Practices to Foster Greater Interaction

Loading next page...
 
/lp/springer-journals/secondary-students-use-of-dialogical-discussion-practices-to-foster-0M8uxSFOMl

References (40)

Publisher
Springer Journals
Copyright
Copyright © 2018 by New Zealand Association for Research in Education
Subject
Education; Education, general
ISSN
0028-8276
eISSN
2199-4714
DOI
10.1007/s40841-018-0119-2
Publisher site
See Article on Publisher Site

Abstract

This article describes the results of a study that investigated the effect of features of talk that appear to foster higher levels of interaction, within the scope of a larger study (Davies and Meissel in Br Educ Res J 42:342–365, 2016). Students were recruited from seven classrooms across three secondary schools of varying socioeconomic levels within the Auckland region in New Zealand, with four of the classrooms engaging in face-to-face and online discussion in small groups and the other three participating as whole classes. Results indicated a significant increase in the proportion of uptake questions used by students working in small groups for face-to-face group discussions. When placed in online groups (the same groups as the face-to-face groups), uptake questions increased. Classes who worked as a whole class online used significantly more elaborated explanations but, consequently, fewer interactions—less than half as many as the small groups. The results suggest that students using uptake questions fostered higher levels of interactions in both conditions.

Journal

New Zealand Journal of Educational StudiesSpringer Journals

Published: Sep 18, 2018

There are no references for this article.