NEHYBA, Jan, Libor JUHAŇÁK and Jakub CIGÁN. Effects of Seating Arrangement on Students' Interaction in Group Reflective Practice. JOURNAL OF EXPERIMENTAL EDUCATION. ABINGDON: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD., 2023, vol. 91, No 2, p. 249-277. ISSN 0022-0973. Available from: https://dx.doi.org/10.1080/00220973.2021.1954865.
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Basic information
Original name Effects of Seating Arrangement on Students' Interaction in Group Reflective Practice
Authors NEHYBA, Jan (203 Czech Republic, guarantor, belonging to the institution), Libor JUHAŇÁK (203 Czech Republic, belonging to the institution) and Jakub CIGÁN (203 Czech Republic, belonging to the institution).
Edition JOURNAL OF EXPERIMENTAL EDUCATION, ABINGDON, ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. 2023, 0022-0973.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher United Kingdom of Great Britain and Northern Ireland
Confidentiality degree is not subject to a state or trade secret
WWW URL
Impact factor Impact factor: 2.200 in 2022
RIV identification code RIV/00216224:14410/23:00129923
Organization unit Faculty of Education
Doi http://dx.doi.org/10.1080/00220973.2021.1954865
UT WoS 000701522000001
Keywords in English Group reflective practice; student teachers; turn-taking; facilitation; multilevel modeling; seating arrangement; sociometric badges
Tags International impact, Reviewed
Changed by Changed by: Mgr. Daniela Marcollová, učo 111148. Changed: 1/3/2023 15:18.
Abstract
In the conducted field experiment, we explore the intensity of university students' interaction related to the seating arrangement (circle or rows) in pre-service teachers' groups during the reflective practice. We also probe the differences across the various fields of study and evaluate the facilitator's influence on the interaction. We use wearable electronic Sociometric badges 2.0 to measure the interaction intensity (assessed by speech rate and average speaking segment length). We performed a total of 153 repeated measurements on 58 students in 4 different fields of study (Mathematics, Physics, Music, and Civic Education) using a counterbalanced design with a total of four measurements (two in circle and two in rows) in each group. Results of the multilevel modeling analysis indicate more intensive interaction in rows than in circles. However, the findings also indicate significant moderation by the field of study and partially by the extent of facilitator involvement.
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