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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко i Larysa Volodymyrivna Andreyko. "Classroom interaction in teaching English". Thesis, Publishing House «Education and Science», 2014. http://essuir.sumdu.edu.ua/handle/123456789/59598.
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The article looks at different kinds of interaction in the classroom such as student-teacher interection, student-student interaction. Some recommendations are given for organizing work in pairs and groups.Розглядаються різні види взаємодії: студент-викладач, студент-студент. Надаються практичні рекомендації щодо організації роботи в парах та групах.
2
Khoo, Rosemary Ghim Choo. "Interaction dynamics of classroom discourse". Thesis, Khoo, Rosemary Ghim Choo (1988) Interaction dynamics of classroom discourse. PhD thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/51375/.
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Most classroom research carried out in Singapore involves correlational studies which employ quantitative research methods. Such studies have limited usefulness in offering insights into the human and social aspect of events that are accomplished through face-to-face interaction, such as classroom lessons. This study sets out to rectify the dearth of qualitative research on Singapore classrooms by presenting a descriptive account of the working of social and linguistic processes in the recurrent patterns of interaction in lessons. Such a description should provide valuable microethnographic information on the Singapore classroom.
Our conception of the lesson is of an educational encounter, and classroom interaction is social action which is characterised by negotiative activity as teachers and pupils participate actively in the joint act of creating a lesson. Thematic and interactional aspects of classroom management constrain the ways in which both parties communicate and participate and the teacher's verbal strategies are made in response to pupils' communicative behaviours. The research procedure used is ethnographic investigation which subscribes to a holistic conception of the lesson considered as an analytic whole. The corpus of data comprises the complete transcripts of a theoretical sample of 16 lessons which have been videorecorded in upper secondary English language classrooms in Singapore, supplemented by observed data from field notes and informal discussions with teachers.
The complexity of discourse analysis is first highlighted in the discussion of conceptual issues underlying the theoretical position taken in this study. These include the various relationships that exist between utterance, meaning and context so as to explain the basis of interpretive procedures used in the analysis. The approach adopted in the analysis of classroom discourse is eclectic to enable insights from linguistic and sociological disciplines to be used in the interpretation of utterances. A typology of situation types ('sit-types') is described, that is, the established patterns of organisation of interaction of the Composition and Language Practice lesson respectively, obtained from the analysis of classroom lessons. This is followed by an analysis of the interaction of selected episodes and of a whole lesson to illustrate the negotiated character of lessons as the teacher adopts management strategies in relation to a lesson's academic and social goals and in the face of typical pupil behaviours, such as silence and reluctance to answer.
An implication arising from this study is that the direction for effective pedagogic innovation and change lies first in the recognition of the practical and ideological constraints which influence a teacher's communicative strategies in the classroom.
3
Pilon, Daniel. "Software tools for improving classroom interaction". Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10266.
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Cette these decrit un systeme informatise d'aide aux presentations et aux assistances lors d'exposes magistraux et presente ses fonctionnalites. Elle introduit un systeme utilisant les blocs-notes stylo et un ensemble d'outils logiciels pour ameliorer la communication entre les professeurs et les etudiants. Les outils logiciels permettent aux professeurs d'interagir efficacement avec les etudiants durant les cours et aident les etudiants a prendre des notes pertinentes. Le systeme peut etre employe dans une classe traditionnelle, lors d'enseignement a distance ou dans un environnement de teleconference. Pour cette these, les outils logiciels lorsque referes comme un tout, seront designes comme Class Tool.
4
Shaw, Dara Gay. "Cross-cultural gender dynamics in classroom interaction the adult ESOL classroom /". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1811.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains xx, 401, 2 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 263-275).
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Pang, Po-yee Patricia, i 彭寶儀. "Institutional talk: question-answer sequencesin classroom interaction". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26839568.
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Pretorius, Lizelle. "The nature of teacher-learner classroom interaction". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95955.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society.
AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.
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Bergsleithner, Joara Martin. "Grammar and interaction in the EFL classroom". Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/82346.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-19T14:13:42Z (GMT). No. of bitstreams: 1 194824.pdf: 467121 bytes, checksum: 05bb795a60ded20979e1259ccb416841 (MD5)
O objetivo da presente dissertação é investigar, através de uma perspectiva sócio-cultural, como um grupo de aprendizes lidam com a gramática numa sala de aula de inglês como língua estrangeira (LE) ambos com o seu professor e entre eles mesmos. Com essa finalidade, este estudo objetiva investigar as seguintes questões: a) se o professor e os aprendizes enfocam na forma; b) como o professor e os aprendizes lidam com forma, função e significado; c) quais mecanismos de consciência lingüística são desenvolvidos; e d) quais elementos discursivos são usados nos episódios de foco na forma. O Capítulo I revisa a instrução formal, ou o foco na forma, na sala de aula de inglês como LE, que é um assunto controverso polêmico em se tratando de como ela pode ou não contribuir para o desenvolvimento lingüístico. O Capítulo II descreve a metodologia usada neste estudo, o qual foi desenvolvido através de uma pesquisa etnográfica, envolvendo técnicas qualitativas como anotações, gravações e filmagens. Os dados foram coletados em uma sala de aula de inglês (LE), num nível intermediário. O Capítulo III apresenta a análise dos dados coletados. Na análise, a instrução formal é examinada com uma abordagem sociocultural. Na conclusão, as quatro perguntas de pesquisa propostas neste estudo são respondidas. Os resultados revelam que alguns mecanismos de consciência lingüística e alguns elementos discursivos, encontrados nos dados, foram usados pelo professor e pelos alunos para enfocar na forma através de andaimes em situações de diálogo. Finalizo esta dissertação sugerindo algumas implicações pedagógicas, indicando algumas limitações deste estudo e oferecendo possibilidades para pesquisas futuras nesta área.
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Lo, Ming-Fen. "Classroom interactional competence (CIC) in EFL student-led small group task interaction". Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/4015.
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This thesis investigates EFL (English as a Foreign Language) learners’ classroom interactional competence (CIC) by tracking their orientation to a specific role assigned by the teacher, the group leader, and its effect on L2 learning through small group task interactions. In formal English instructional settings, especially in Asia, English is often taught through dyad or small group task interactions to involve the most students in large classes. While learner-learner task interaction has gained great interest from Second Language Acquisition (SLA), most of which focuses on dyadic talks or the relationships between task types and interactional patterns, little has described in detail how students lead and participate in small group discussions to accomplish a task. Drawing on Conversation Analysis (CA) perspective of identity and language expertise, CA-SLA studies of task interaction, the notions of L2 interactional competence (IC) (Hall et al, 2011), and classroom interactional competence (CIC) (Walsh, 2006), this thesis highlights L2 learners’ CIC in EFL small group task interaction and suggests using an SEST (Self Evaluation of Student Talk) framework to enhance learners’ CIC and task performance. This study applies CA to the examination of audio- and video recordings of learner-learner group interactions in a Taiwanese technological university. The findings show the assigned group leaders take on a teacher’s role by performing different pedagogical practices. They allocate turns, give instructions, highlight the pedagogical focus, repair and initiate repairs, provide scaffolded feedback, and explain word meanings. Other group members respond to nominations, make contributions, request clarification, and seek language assistance. Through this co-orientation to ‘doing being a group leader’, L2 learners demonstrate learner CIC in group discussions led by a peer participant. The findings of this thesis have implications for language learning through task interaction, CA research into task interaction and classroom interactional competence.
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Zengin, Emine. "A Study On The Nature And Frequency Of The Interaction And The Factors Affecting Interaction In Language Classrooms". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610232/index.pdf.
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The purpose of this study was to describe and explore the nature and frequency of the interaction and the factors affecting interaction in language classrooms. This qualitative study was conducted in a private language course in Ankara, Turkey. The sample consisted of 6 teachers. The data were collected through video-camera, semi-structred interview and demographic information log. To tackle the complexity of the raw data, data were first subjected to constant comparison analysis. Second, all results were tabulated and interpreted. The results indicated the amount of teacher talk outweighed student talk and teachers spent on average one third of the lesson on lecturing. Besides, it was observed teachers spent approximately 3 % of the lesson on questioning and teachers ask more low-level questions than high-level questions. In addition, the results revealed teacher-initiated interaction outweighed student-initiated interaction and both teacher-initiated and student-initiated interactions outweighed student-student interaction. It was also observed male students interact with teacher more than females. Lastly, the results indicated teachers criticized males more than females. In addition, the results about the nature of interaction indicated students used the method of shouting the answer or idea directly most as the way of initiating interaction with teacher. Furthermore, they had most interaction with teachers so as to ask questions related to the lesson. Also, the results showed the teachers used the method of addressing the whole class as the way of initiating interaction with students. Finally, the teachers used the questioning strategy most as a means of initiating interaction with students.
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Ho, Yee-wan Yvonne. "Repair in teacher-student interaction inside the classroom". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3685668X.
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Chacra, Zeina Abou. "Scaffolded instruction and interaction in an ESL classroom". Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30992.
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This research study uses socio-cultural theories of learning to investigate scaffolded instruction as a pedagogical tool across instructional activities and describe the type of student interaction it creates in the particular context of one ESL classroom in need of ways for improving interaction among students. The three main objectives of the study include an attempt to describe how scaffolding is discursively performed in the two instructional activities of teacher-led whole group lessons and tutorials a description of student interaction in the classroom when scaffolding is applied and an investigation of how scaffolding as dialogic interaction contrasts between the two instructional activities. Participants in this study were all secondary school students attending a remedial English class consisting of no more than ten students at an American international school in Kuwait. Audio recording of the lesson for spoken discourse analysis, alongside observation and interviewing were used to collect data simultaneously for the two instructional activities of teacher-led whole group lessons and tutorials which were both formatted, based on previous literature to include scaffolding elements. For both whole group lessons and tutorials, observations took place as well as a recording and transcription of the lesson for oral discourse analysis followed by interviews with students immediately after the lesson. This was repeated for three whole group teacher-led lessons and three tutorials resulting in a total of 6 data collection events for each of the three research methods were completed. By providing a linguistic understanding of scaffolded instruction, this study presents scaffolding as a more concrete concept by demonstrating how particular elements of scaffolding create classroom interaction. Additionally, this research provides a relative comparison and contrast of scaffolding as it occurs and creates interaction during two instructional activities thus providing specific recommendations for addressing a pedagogic concern with student motivation in the context of a particular ESL classroom.
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Ho, Yee-wan Yvonne, i 何綺雲. "Repair in teacher-student interaction inside the classroom". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3685668X.
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Gulliver, John. "Understanding formative assessment in extended classroom curricular interaction". Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/429.
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This thesis relates to the debates about assessment in education that marked the final years of the 20th century. It attends to the assertion, widely made in policy pronouncements within and beyond the UK, at every level of the education system, that assessment is an integral part of teaching, pronouncements seen by some writers as rhetoric-driven and atheoretical. It focuses in particular on formative assessment, with its underlying assumption that, to be effective, teaching must match the cognitive requirements of learners. The study examines the psychological and epistemological foundations of this assertion, contends that both are problematic, and confirms that advances in theoretical understanding are required. It argues that, to secure these advances, laboratory-based investigations of tutoring must be complemented by studies of what proficient teachers do in complex classroom settings. At the centre of this work is one such investigation, a case study of one teacher's practice in relation to the humanities curriculum within an English primary school. The enquiry is in the interpretive tradition, in that the understandings developed are founded on the perceptions of the teacher involved. With regard to this teacher, the principal findings are four. Matching involves the continuous calibration of teaching action to perceptions of learners' needs within extended interaction, not discrete assessment encounters. His evaluative concerns involve fine discriminations of both thinking and feeling. What is involved is ultimately understandable in terms of his broad educational philosophy. In this sense, his formative assessment practice is integral to his teaching. In this light, it is suggested that efforts to shape an adequate theory of formative assessment that is relevant to classroom settings within a social constructivist framework may require to embrace extended teacher-pupil interaction as well as discrete assessment encounters. This points to a need for a reconceptualisation of formative assessment, placing teacher consciousness at its centre.
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Danby, Susan J. "Interaction and social order in a preschool classroom". Thesis, University of Queensland, 1998.
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Alderman, Rosalind Veronica. "Faculty and student out-of-classroom interaction: student perceptions of quality of interaction". Texas A&M University, 2008. http://hdl.handle.net/1969.1/85919.
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The purpose of this study was to identify ways in which students interact with faculty
members outside of the classroom and learn what students believe makes for high quality
interaction. Additionally, this study sought to identify successful out-of-classroom facultystudent
interaction strategies from the student perspective. This knowledge can aid colleges and
universities in promoting more formal and informal faculty-student out-of-classroom interaction,
thereby increasing the overall quality of the undergraduate student experience.
The study employed a naturalistic inquiry paradigm of research. The author interviewed
25 students at a Hispanic Serving institution (HSI) in San Antonio, Texas.
All students interviewed had interacted with faculty outside of the classroom. Six
themes emerged in terms of types of interaction: course-related activities; traveling for
conferences or study abroad; casual interactions around campus; career and graduate school
focused interaction; visiting faculty in their offices (most common); and participating together in
campus clubs or athletic activities. High quality out-of-classroom interactions had four characteristics: faculty members
were approachable and personable; faculty members had enthusiasm and passion for their work;
faculty members cared about students personally; and faculty members served as role models
and mentors. The most powerful element of high-quality faculty-student out-of-classroom
interaction is that of relationship.
The most pronounced differences between underclassmen and upperclassmen were in
the areas of going to faculty offices and speaking with faculty about career and graduate school
plans. Juniors and seniors proportionately had more interaction with faculty on these themes.
Students offered suggestions on how the University could encourage more facultystudent
out-of-classroom interaction. Students' ideas revolved around three themes: promoting
social events and interaction; stressing the importance of office hours; and suggestions directed
at faculty members. Students can also serve as ambassadors to other students by encouraging
them to engage in faculty-student out-of-classroom interaction.
To continue improving the undergraduate collegiate experience, colleges and
universities should strengthen and refine institutional commitment to practices that foster the
undergraduate experience, including that of faculty-student interaction. Finally, institutions must
remember to keep students at the center of their purpose and find ways to regularly solicit
qualitative feedback from students of all segments of the campus environment.
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Mohabbatsafa, Mona. "The impact of language games on classroom interaction in an Iranian EFL primary classroom". Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/376647/.
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Icbay, Mehmet Ali. "The Role Of Classroom Interaction In The Construction Of Classroom Order: A Conversation Analytic Study". Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609724/index.pdf.
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This conversation analytic study basically aimed at unearthing the role of classroom interaction in the construction of classroom order. Rooted in the theoretical and methodological principles of Ethnomethodology and Conversation Analysis, this study investigated the mechanisms of how the order in the classroom was established, organized and sustained mutually by the teacher and students. From three classrooms in three high schools in Ankara, the study collected a 47 hour video-recording database from 69 different sessions with 15 teachers. The analysis focused on the scenes of trouble that revealed the interactional organization of order with particular reference to the participants&rsquodemonstrable actions. The scenes of troubles were composed of four particular groups of moments in the classroom life: (a) class beginnings, (b) transitions between activities, (c) post-humor moments, and (d) specific-student calls. The results demonstrated in the details of recordings how the participants in the classroom attributed meaning to order, how they showed their understanding of classroom order through their demonstrable action, and through their actions how they applied their mechanisms of classroom order to other contexts.
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Shi, Junhao. "Improve classroom interaction and collaboration using i>clicker". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45365.
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The i>clicker student response system is used to answer multiple-choice questions in university classrooms across North America. We investigated how existing i>clicker remotes could be used to improve classroom interaction and collaboration by developing and using custom software applications, each targeted at a different aspect of classroom interaction, that augment basic i>clicker capability.
Java-based software was written to replace the vendor-provided driver for the i>clicker base station that controls initialization, starting voting, requesting votes, stopping voting, and updating the LCD display on the base station. WebClicker extends voting to commonly-used digital devices (cell phone, smart phone, tablet, and laptop) using a cloud-based architecture that forwards votes to a client application.
Three client applications were developed. Each connects to either the Java-based driver or WebClicker to obtain votes. These extended the power of the standard i>clicker software. It supports most existing features, such as multiple-choice questions, but additionally features per-group visualization of voting outcomes, state-specific interpretation of individual student’s votes, and other features not in the vendor-provided software. Clic^in provides additional pedagogical support so students can practice newly-obtained skills in the class. It embeds “gamelets” that have content-specific behavior that can be played individually, or by an entire class, or in parallel by groups to support concept demonstration, class-wide participation and group competition. Finally, Selection Tool allows students to control projected material in the classroom through slide navigation and content highlighting.
Two usability experiments were conducted. One investigated cognitive load when using an i>clicker remote to interact with a gamelet that illustrates binary search tree insertion. The remote was slower and more error-prone than a mouse-based interface, but the difference is probably acceptable in a classroom setting. Both interaction time and error-rate decreased as participants gained practice. A second experiment compared Selection Tool with a mouse for content highlighting. Again the i>clicker was slower and more error-prone than a mouse, and it was difficult to correctly highlight smaller targets, but the ability to use an i>clicker for this task shows promise.
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Glore, Nolan David. "Virtual Clicker - A Tool for Classroom Interaction and Assessment". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36054.
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Actively engaging students in the classroom and promoting their interaction, both amongst themselves and with the instructor, is an important aspect to student learning. Research has demonstrated that student learning improves when instructors make use of pedagogical techniques which promote active learning. Equally important is instructor feedback from activities such as in-class assessments. Studies have shown that when instructor feedback is given at the time a new topic is introduced, student performance is improved.
The focus of this thesis is the creation of a software program, Virtual Clicker, which addresses the need for active engagement, in-class feedback, and classroom interaction, even in large classrooms. When properly used it will allow for multi-directional feedback; teacher to student, student to teacher, and student to student. It also supports the use of digital ink for Tablet PCs in this interaction environment.Master of Science
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Altani, Cleopatra. "Gender construction in classroom interaction : primary schools in Greece". Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358088.
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Nakane, Ikuko. "SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE". Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/568.
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This thesis examines silence as attributed to and performed by Japanese students in Australian university classrooms. It aims to elucidate processes in which silence can be used and created in intercultural communication in the classroom. The phenomenon of silence is approached from multiple perspectives. The data include interviews, a questionnaire and survey data, classroom observation and video-recorded classroom interactions. The data was collected in Australia and Japan. The Japanese data was included as part of sociocultural contexts where the Japanese students studying in Australia bring with them. The analysis draws on the frameworks of the ethnography of communication and conversation analysis. Micro- and macro- perspectives are combined to investigate how perceptions and performances interact to construct silence in the cross-cultural encounters in these classrooms. The thesis consists of four parts. The first part, Chapters 1-3, sets the theoretical background to the research. Chapter 1 describes how the research was conceived, and states the aims of the research. Chapter 2 reviews literature on silence, with specific attention to silence in Japanese communication and in classroom contexts. In Chapter 3 the methodological framework and design of this research is described. The second part, Chapter 4, examines how Japanese students� silence is perceived, both by themselves and their Australian teachers. The chapter is based on interviews with Japanese students in Australia, as well as findings from a questionnaire distributed to their lecturers. Japanese classroom practices as an aspect of the sociocultural background of Japanese students are also described. Finally, the third part, Chapters 5, 6, 7, compares actual silence and performance in the classroom with perceived silence. There are three case studies which make up a substantial part of the thesis and provide detailed analyses of classroom interactions, based on video-recordings, observations, and follow-up interviews with key participants. Chapter 8 synthesises the findings discussed in Chapters 4-7, and concludes with implications for teaching and learning in the multicultural university classroom.
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Nakane, Ikuko. "SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE". University of Sydney. Linguistics, 2003. http://hdl.handle.net/2123/568.
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This thesis examines silence as attributed to and performed by Japanese students in Australian university classrooms. It aims to elucidate processes in which silence can be used and created in intercultural communication in the classroom. The phenomenon of silence is approached from multiple perspectives. The data include interviews, a questionnaire and survey data, classroom observation and video-recorded classroom interactions. The data was collected in Australia and Japan. The Japanese data was included as part of sociocultural contexts where the Japanese students studying in Australia bring with them. The analysis draws on the frameworks of the ethnography of communication and conversation analysis. Micro- and macro- perspectives are combined to investigate how perceptions and performances interact to construct silence in the cross-cultural encounters in these classrooms. The thesis consists of four parts. The first part, Chapters 1-3, sets the theoretical background to the research. Chapter 1 describes how the research was conceived, and states the aims of the research. Chapter 2 reviews literature on silence, with specific attention to silence in Japanese communication and in classroom contexts. In Chapter 3 the methodological framework and design of this research is described. The second part, Chapter 4, examines how Japanese students� silence is perceived, both by themselves and their Australian teachers. The chapter is based on interviews with Japanese students in Australia, as well as findings from a questionnaire distributed to their lecturers. Japanese classroom practices as an aspect of the sociocultural background of Japanese students are also described. Finally, the third part, Chapters 5, 6, 7, compares actual silence and performance in the classroom with perceived silence. There are three case studies which make up a substantial part of the thesis and provide detailed analyses of classroom interactions, based on video-recordings, observations, and follow-up interviews with key participants. Chapter 8 synthesises the findings discussed in Chapters 4-7, and concludes with implications for teaching and learning in the multicultural university classroom.
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Dixon, Carolyn. "Being, becoming and belonging : gender and identity work in the design and technology classroom". Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286563.
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Kato, Yoshitaka. "The Nature of Interaction in the Language Classroom： Towards Organic Collaboration Among Participants". Kyoto University, 2017. http://hdl.handle.net/2433/228248.
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Sirén, Gustafsson Linn. "Interaction in the CLIL classroom : Comparing English interaction in two 7th grade classes in Sweden". Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26759.
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Ho, Man-wah Loretta, i 何敏華. "Student interaction and writing competence within a paired writing classroom". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41758134.
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Korgol, Caroline, i Nicolina Lindberg. "Strategies and activities used in the classroom for developing interaction". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27514.
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This study's aim is to create awareness of different strategies and speaking skills used asinteraction in primary school by teachers. The study includes comparisons of previousresearchers and relative theoretical perspectives. Semi-structured interviews with threeprimary school teachers from Sweden were conducted for this study. The results revealnumerous factors such as, differences in how teachers´ experiences play a primary rolein the classroom and the time invested in the subject. An additional factor expressed byall the interviewed teachers is the involvement of Lev Vygotsky's theory integrated intheir classrooms. All three teachers were positive to the idea of working in pairs orgroups, as this develops students’ interaction with other students. However, theconclusion demonstrates the lack of previous research concerning interaction in primaryschool.
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Kaşlioğlu, Özlem. "A comparative analysis of interaction in the foreign language classroom". Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/8471.
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Language teaching still maintains its strong position in the way it contributes to empowering individuals on a personal, economic, cultural and global level. Since the 1980s the Communicative Approach has shaped the way languages are taught. It has emphasised identifying learners' needs and catering for these needs, meaningful learning and individual differences. Studies on language acquisition and classroom language learning are helping in the constant search for ways in which successful learning can be fostered in foreign language classrooms. This study investigated foreign language classrooms in two mainstream secondary school settings -English and Turkish, to understand the ongoing practice in schools and explore the ways in which students get the opportunities for spoken practice of the target language. The data, collected through structured observations, audio recording of lessons, field notes and teacher interviews, suggested that teachers dominate classroom talk, the opportunities for pair and group work are limited compared to the proportion of teacher-fronted lessons. In the English context, it was found that students' language is highly restricted in terms of the content and linguistic form they are expected to produce. In the Turkish context, students were found to engage in more extended talk and display creative use of the language. This study identified certain features of teacher talk as contributing factors to the quality and quantity of students' language production. It is suggested that for the English context, the limitations of students' language production may be a result of the way the modern languages curriculum and schemes of work are designed, and that if the government is sincere about achieving its agenda to ensure economic success in international trade, access to global citizenship and for mutual understanding among cultures, the language curriculum and schemes of work may need to be revised, and learners and parents need to be informed about the empowering aspects of language learning. For the Turkish context, newly qualified teachers were found to face difficulties in facilitating student participation and creative use of the target language. Therefore, it was suggested that more research is necessary to identify the challenges they face, the type of departmental or external training support they may be needing, how much support is already provided or other teachers may be willing to provide. The implications of such a study point towards ensuring a certain quality of teaching in a consistent manner in schools.
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Ho, Man-wah Loretta. "Student interaction and writing competence within a paired writing classroom". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41758134.
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Thuraisingam, Pamela Chellappah. "Nature of talk and interaction in the Singapore history classroom". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1316.
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History is a complex subject. It is more propositional than procedural in nature (Nichol, 1984), and involves adductive thinking (Booth, 1983), where historical evidence and facts are 'teased out' and a convincing account of the past is then reconstructed through speculation, imagination and empathy (Nichol, 1984; Booth, 1983). The teaching and learning of history should not just be the transmission of knowledge, but rather it should involve a process whereby students and teachers interact in order to analyze evidence, raise questions and hypotheses, synthesize facts, and communicate their ideas, understand others' viewpoints, consider values, reflect and engage in moral reasoning (Brophy, 1996). It is through this interaction that development of thinking in history will occur (Coltnam, 1975). The main focus of the research is on the language used in the history classroom, particularly during critical episodes when the teachers and students appeared to be engaged in the process of historical thinking. This research is particularly concerned with historical thought embedded in the language used in history classrooms. To investigate this, both high and low inference coding systems were adopted to code, describe and analyze the verbal behaviour that occurred. The data were gathered in six classes from schools in Singapore. They constituted two classes of above average students (Special stream), two classes of average students (Express stream) and two classes of below average (Normal stream) students. Audio and video recordings were made of two lessons from each of the six classes. These lessons were transcribed, coded and analyzed to ascertain which contexts were more conducive for the production of higher order thought. It was found that a complex interrelationship of factors including pedagogic activity, type of teacher talk and student talk, and even more importantly the interaction between them, determined whether or not there was historical thinking. The findings revealed that there was historical thinking when explicit and implicit contact was established during interaction between the teacher and the students. For explicit contact to he made the teacher and the students needed to be language game (Wittgenstein, 1972). This is where the teacher made those moves that elicited student responses that demonstrated historical thinking. For implicit contact to be made the element of voice (as in the concept of “voice” described in Bakhtin's theory on the dual-voicing and polyphony) becomes essential. During such episodes the teacher mediated between the characters in history, his or her own talk and that of the students. These responses which were often dramatised, the teacher used first and second person forms (dual voicing) to evoke empathy and imagination. In doing so they also engaged in a dialogic interaction with the characters of the past and there was back channelling. There were evidences of such dialogues in all the Special, Express and Normal stream lessons but in various contexts. These dialogues reveal that the nature of talk and interaction is distinct to the subject history.
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Clemens, Cynthia Louise Jr. "Ecological Context of Friendship Development in an Inclusive Classroom". Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/31094.
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The purpose of this study was to create a detailed
description of the ecological context of friendship
development in an inclusive classroom. Of specific interest,
was the friendship development of a target child with a
diagnosed special need. This topic was investigated from
multiple perspectives: the researcher/observer, the target
student and her peers, the teacher, and the principal. The
goal of the investigation was to identify the perceptions of
these individuals in relation to the following issues:
supports and resources, the ecological context of the
classroom, and activities which support the development of
peer friendships. Information from this study can be used
by teachers as they prepare to meet the social needs of
students in inclusive classrooms. Today's teachers are not
dealing solely with academic challenges. Rather, they are
expected to provide children with social and emotional
support in addition to cognitive stimulation and assessment.
The results of this study provide insights that stimulate
practitioners to reflect upon their roles in providing
support for social development of children in an inclusive
primary grade classroom.Master of Science
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Stelma, Juurd Hjalmar. "Visualising the dynamics of learner interaction : cases from a Norwegian language classroom". Thesis, University of Leeds, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275570.
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This thesis presents visualisation as a method for research on learner interaction. The visualisation is designed to account for the dynamics of learner interaction across the duration of language classroom activities. The development of this method includes the formulation of a dynamical perspective on learner interaction, which draws on sociocultural and complexity theory. The visualisation is developed with, and applied to, data from three pairs of participants engaged in a series of similar English writing activities in a Norwegian primary classroom. The thesis provides a detailed discussion of how this learner interaction data was transcribed, coded and eventually visualised. The application of the visualisation to the Norwegian primary classroom data resulted in the identification of patterns and phases in the participants' learner interaction. These patterns and phases revealed both common and unique dynamics across the three cases of interaction. The outcome of the visual analysis of one of the cases was used to guide an in-depth analysis of episodes of learner talk. This in-depth analysis confirmed some of the dynamics established by the visual analysis. A final visual analysis identified different change processes in the three cases of learner interaction across the series of similar writing activities. Overall, the visualisation helped to make transparent how both the writing activity and the participants' own contributions affected the dynamics of learner interaction. The thesis concludes that, in the terms of the dynamical perspective developed by the thesis, visualisation was an effective method for describing the dynamics of learner interaction in the writing activities the participants were engaged in. The thesis also suggests that visualisation can be used in conjunction with other methods for researching learner interaction. Finally, the thesis points out some limitations of the present implementation of visualisation, and makes suggestions for how the method can be improved through further research.
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Gove, P. S.-M. "An analysis of language use and classroom interaction in vocational engineering courses". Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380756.
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Wong, Chun-wai. "Evaluating the quality of communication skills in classroom management". [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832967.
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Dutcher, Lydia Ruth. "Interaction and collaboration across proficiency levels in the English language classroom". Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18394.
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One aim of adult General English courses is to help people to develop the ability to communicate in English with a diverse range of speakers, including individuals with different levels of linguistic proficiency. However, classes that are streamed by linguistic proficiency level provide little opportunity to communicate with a diverse range of interlocutors during class time. This study investigates peer–peer interaction in multi-proficiency-level class sessions that were introduced to mitigate this perceived gap. In these sessions, participants in multi-level groups completed tasks designed to provide opportunities to develop aspects of interactional competence relevant to goal-oriented, collaborative interaction. At the time of the study, implications of proficiency for participation in the group tasks were not well understood, which impeded further development of task materials. With this study, I aim to provide greater understanding of the relationship between differences in proficiency and speakership in the group tasks. Groups were recorded as they completed the task and conversation analytic methods were used to investigate key features of group interaction. As a result, I identified the recurrent practice of joint-project-initiating moves. With these moves, speakers propose joint action (Clark, 1996, 2006, 2012) in sequential first position for potential uptake by other group members. Two classes of joint-project-initiating moves were identified: canonical first pair parts that make response from another speaker strongly relevant (Stivers & Rossano, 2010), called more-response-mobilising moves, and non-canonical actions done in first position that make response less strongly relevant, called less-response-mobilising moves. Within each class, I describe recurrent actions done by participants, use of response-mobilising features of turn design, and distribution of speakership across group members of different relative linguistic proficiency. For the most common type of joint-project-initiating moves, idea-generating moves, I describe features of moves in next position. The study contributes to our understanding of the interrelation between asymmetries in relative linguistic proficiency and participation in collaborative group work through the interactional competence of initiating and taking up joint projects. The thesis concludes with recommendations for further research based on these findings
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Wong, Chun-wai, i 王鎮偉. "Evaluating the quality of communication skills in classroommanagement". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957511.
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Kim, Junghyo. "The roles of students' interaction in classroom learning: a case study of a second grade classroom in Korea /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849377293262.
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McConnell, Melody Dawn. "Interaction and Innovation: The Impacts of Social Factors and Classroom Type on University Biology Instructor Classroom Assessment Decisions". Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/32061.
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Efforts to improve university science education continue to emphasize the importance of active learning, including frequent formative assessment and timely feedback that helps students reach desired learning outcomes. Yet, nationwide, many instructors continue to use primarily lecture-based teaching methods, with limited use of formative assessment and feedback. Factors that affect instructor adoption and implementation of new teaching techniques include departmental norms, peer interaction, and classroom environment. In this work, a model of the impacts of departmental teaching and social norms and peer interactions on instructor innovation decision is presented. This model is then used to explore 1) instructor teaching-related interactions within a single biology department, assessing the conditions for innovation diffusion, and 2) instructor perceptions of norms and interactions in that department and their impact on decision-making. Finally, introductory biology instructors’ use of assessment and feedback techniques were characterized in a lecture hall and an active learning classroom to see how innovation adoption translates to specific assessment practice and investigate the impact of the active learning classroom. Results indicate that perceptions and practices vary widely, but that both peer interactions and active learning classrooms may have a positive impact on teaching innovation adoption and practices in a university biology department. In addition, the pattern of interactions within this department allows instructors of varying assessment experience to interact, making it potentially conducive to the spread of teaching ideas. The model and results presented here will assist in understanding the factors involved in instructor decision-making and can be leveraged to help promote the use of formative assessment and other evidence-based teaching practices.
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Preston, Anne Elizabeth. "The contribution of interaction to learner motivation in to MFL classroom". Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500801.
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Motivation is an area of language learning where researchers and practitioners share a vested interest. A major question arising out of second language learning (L2) motivation research in recent years is how to conceptualise and measure its situated dimensions. A lack of development in methodological approaches and conceptualisations which continue to treat L2 motivation as a cognitive and unobservable constmct mean that addressing such issues is not straightforward. This study investigates how L2 motivation is collaboratively achieved in the moment-to-moment dynamics of L2 learning and teaching practices.
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Fang, Der-Long. "A study of pedagogical processes and interaction in the primary classroom". Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359456.
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Weaver, Jennifer D. "Creating better pairwork: Salient cultural variables in adult TESOL classroom interaction". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/247.
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This study investigated the salient cultural variables in play in an adult TESOL classroom. Two instructors paired students and offered their rationales for having done so. They created 71 dyads, which were examined and categorized according to Storch's four patterns of interaction. Results showed that the instructor who created pairs according to certain student cultural variables had a 12% higher rate of acquisition-enhancing patterns than did the instructor who did not pair in this same fashion. Instructor rationales were then analyzed to determine which cultural variables were found to be most salient in the creation of each of the four interaction patterns. Among them were issues of facework, trust, cultural norm remaking, and role ascription or achievement. By extension, the findings showed that using cultural variables when pairing learners in the TESOL classroom might significantly enhance second language acquisition.
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Ingram, Jennifer. "Whole class interaction in the mathematics classroom : a conversation analytic approach". Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/49627/.
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This thesis analyses whole-class interactions in the mathematics lessons of four mathematics teachers and their pupils. A conversation analytic approach was taken in analysing the transcripts of whole-class interactions, focusing on those interactions that were about mathematics. The sequential organisation of talk, in particular turn-taking and preference organisation, is examined for similarities and differences across the four classrooms and the implications these may have for the teaching and learning of mathematics are explored. This research also examines the discursive construction of the mathematical tasks and activities in each of the classrooms. The analysis reveals that the teachers and pupils orient to the institutional setting in which the interaction occurs. The structure of interactions in formal classrooms offers opportunities that can support particular features of learning mathematics, such as using mathematical terminology, building in opportunities for pupils to think about the mathematics, explain their reasoning, and ask mathematically related questions. However, these structures also constrain the interactions and so features of learning mathematics only feature in interactions that deviate from the usual patterns of interaction in formal classrooms, such as argumentation and justification. Finally, this research offers evidence that the way mathematical tasks and activities are talked into being affects the nature of the mathematics that the pupils experience.
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Hackney, Sarah Webb. "The effects of adult interaction on toddler behavior in the classroom". [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0324103-200340/unrestricted/HackneyS04152003f.pdf.
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Thesis (M.A.)--East Tennessee State University, 2003.Title from electronic submission form. ETSU ETD database URN: etd-0324103-200340. Includes bibliographical references. Also available via Internet at the UMI web site.
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Walsh, S. "Characterising teacher talk in the second language classroom : a process model of reflective practice". Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368528.
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Aldabbus, Shaban. "An investigation into the impact of language games on classroom interaction and pupil learning in Libyan EFL primary classrooms". Thesis, University of Newcastle Upon Tyne, 2008. http://hdl.handle.net/10443/1031.
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The present investigation is guided by the assumption that using a language games-based approach is likely to provide more learning opportunities for pupils through creating an enjoyable learning environment which will enhance pupil-pupil and teacher-pupil interaction. This study involves the use of language games in teaching English to young Libyan learners in two state schools in Libya's capital, Tripoli. One hundred 11 year old pupils and two teachers took part in this study. Pupils were divided into four classes, two traditional classes and two language games classes. Activities based on language games replaced some activities presently in the course book. The main purpose of the study is to explore the nature of classroom interaction in Libyan EFL primary classrooms and how this is affected by the use of language games. The study also aims to discover the teachers' perceptions concerning the use of language games and their impact on pupil learning in action. The study employed a multi-method research design based on a combination of quantitative and qualitative research methods. Data was gathered by means of live classroom observation using computerised observation software as well as videorecording, stimulated recall and semi-structured interviews with teachers, and the analysis of pupil-pupil talk during a spot-the differences game. The coding scheme used as a general framework in this study was adapted from the work of Sinclair and Coulthard (1975). Transcripts of the observations were coded and analysed at the level of acts. The nature of classroom interaction in the traditional classes and language games-based classes was compared. The overall findings revealed that, although teachers still dominated the talk and controlled classroom discourse, some significant differences were found in the nature of classroom interaction between traditional and language gamesbased classes. It also emerged that pupils who used language games were more successful than their counterparts in traditional classes in producing more and longer utterances containing English. It was also found that the teachers participating in this study developed positive perceptions concerning the use of language games.
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Houen, Sandra Leanne. "Talk and web searching in an early years classroom". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54617/1/Sandra_Houen__Thesis.pdf.
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Recent Australian early childhood policy and curriculum guidelines promoting the use of technologies invite investigations of young children’s practices in classrooms. This study examined the practices of one preparatory year classroom, to show teacher and child interactions as they engaged in Web searching. The study investigated the in situ practices of the teacher and children to show how they accomplished the Web search. The data corpus consists of eight hours of videorecorded interactions over three days where children and teachers engaged in Web searching. One episode was selected that showed a teacher and two children undertaking a Web search. The episode is shown to consist of four phases: deciding on a new search subject, inputting the search query, considering the result options, and exploring the selected result. The sociological perspectives of ethnomethodology and conversation analysis were employed as the conceptual and methodological frameworks of the study, to analyse the video-recorded teacher and child interactions as they co-constructed a Web search. Ethnomethodology is concerned with how people make ‘sense’ in everyday interactions, and conversation analysis focuses on the sequential features of interaction to show how the interaction unfolds moment by moment. This extended single case analysis showed how the Web search was accomplished over multiple turns, and how the children and teacher collaboratively engaged in talk.
There are four main findings. The first was that Web searching featured sustained teacher-child interaction, requiring a particular sort of classroom organisation to enable the teacher to work in this sustained way. The second finding was that the teacher’s actions recognised the children’s interactional competence in situ, orchestrating an interactional climate where everyone was heard. The third finding was that the teacher drew upon a range of interactional resources designed to progress the activity at hand, that of accomplishing the Web search. The teacher drew upon the interactional resources of interrogatives, discourse markers, and multi-unit turns during the Web search, and these assisted the teacher and children to co-construct their discussion, decide upon and co-ordinate their future actions, and accomplish the Web search in a timely way. The fourth finding explicates how particular social and pedagogic orders are accomplished through talk, where children collaborated with each other and with the teacher to complete the Web search.
The study makes three key recommendations for the field of early childhood education. The study’s first recommendation is that fine-grained transcription and analysis of interaction aids in understanding interactional practices of Web searching. This study offers material for use in professional development, such as using transcribed and videorecorded interactions to highlight how teachers strategically engage with children, that is, how talk works in classroom settings. Another strategy is to focus on the social interactions of members engaging in Web searches, which is likely to be of interest to teachers as they work to engage with children in an increasingly online environment. The second recommendation involves classroom organisation; how teachers consider and plan for extended periods of time for Web searching, and how teachers accommodate children’s prior knowledge of Web searching in their classrooms. The third recommendation is in relation to future empirical research, with suggested possible topics focusing on the social interactions of children as they engage with peers as they Web search, as well as investigations of techno-literacy skills as children use the Internet in the early years.
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Savage, Janet Elizabeth. "The role of informal assessment in teachers' practical action". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244981.
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Viren, Vejoya. "Making meaning of conflict: A qualitative inquiry in two preschool classrooms". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27526.
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This qualitative study was conducted to examine the phenomenon of conflict as a relational process as it is played out in the natural settings of two classrooms. The researcher sought to explore the developmental potential that conflict affords children as they try to make meaning of their relationships within the peer culture. It breaks away from the cyclical and linear models of conflict interactions as it tries to understand the reciprocal role of individual and culture in the initiation, sustenance, and resolution of peer conflicts. The study was also designed to explore the researcher role as participator and observer on a continuum with participant at one extreme and observer on the other.
Data for the study were collected through participant observations over a period of two semesters for the first study and five weeks for the second. The purpose was to examine disputes, particularly verbal exchanges made during these disputes, for insights of the child's understanding of the peer dynamics and culture that prevailed in the classrooms. Interpretive analysis of these disputes helped to embed the interactive events in their historical and sociocultural contexts.
The results of this study increase our understanding of the developmental aspects of conflict and give us a glimpse of the meaning children make of their disputes. It reinforces the view that (a) children are capable of managing their conflicts without much adult intervention, (b) that the larger peer culture often dictates the initiation and outcome of conflicts, and (c) that conflicts provide an ideal opportunity for children to develop perspective taking and for testing the terms of their relationship with peers.Ph. D.
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Ho, Mei-fun. "Communication in the mathematics classroom". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18034056.
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Rogers, Elise, i n/a. "Observed interaction between students using computers". University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.154847.
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This study was conducted to see what cognitive and social skills and strategies were
employed by pairs of students as they used a computer adventure game. The games
used in the study were "Where in the World is Carmen Sandiego?" (Broderbund)
and "Dinosaur Discovery" (Jacaranda) One male and one female pair of year five
students were assigned to each game.
Grounded Theory was selected as the methodology as it enabled categorization of
the skills and strategies to emerge from the data without locking the researcher into
previously identified categories.
It was found in this study, and supported in other research, that what occurs between
the students during a session with the computer depends on the nature of the task,
the students involved, the type and amount of training provided and the classroom
conditions under which the activity is conducted.
The implications from the study are: that under most circumstances it is desireable
for students to work in pairs with a computer to enable interaction to occur, students
may require some training in the cognitive skills necessary for the software being
used, training students to work cooperatively before placing them in groups is
important; and integrating the computer into the classroom environment may
encourage the use of other desired skills and strategies.