Dynamic social network perspective on interaction in
collaborative learning in elementary classrooms

k 2023

Dynamic social network perspective on interaction in collaborative learning in elementary classrooms

LINTNER, Tomáš; Tomáš DIVIÁK; Zuzana ŠALAMOUNOVÁ; Klára ŠEĎOVÁ; Martin SEDLÁČEK et al.

Základní údaje

Originální název

Dynamic social network perspective on interaction in collaborative learning in elementary classrooms

Autoři

LINTNER, Tomáš; Tomáš DIVIÁK; Zuzana ŠALAMOUNOVÁ; Klára ŠEĎOVÁ; Martin SEDLÁČEK a Roman ŠVAŘÍČEK

Vydání

20th Biennial EARLI Conference; 22.-26.8.2023, Greece, 2023

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

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

Stát vydavatele

Řecko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/23:00134195

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

social network analysis; DyNAM; group work

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 27. 3. 2024 19:04, Mgr. et Mgr. Lucie Racyn

Anotace

V originále

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?”

Návaznosti

GA21-16021S, projekt VaV

Název: Kolektivita v dialogickém vyučování: Intervenční studie (Akronym: CoDiTe)

Investor: Grantová agentura ČR, Kolektivita v dialogickém vyučování: intervenční studie

Citovat

LINTNER, Tomáš; Tomáš DIVIÁK; Zuzana ŠALAMOUNOVÁ; Klára ŠEĎOVÁ; Martin SEDLÁČEK a Roman ŠVAŘÍČEK. Dynamic social network perspective on interaction in collaborative learning in elementary classrooms. In 20th Biennial EARLI Conference; 22.-26.8.2023, Greece. 2023.

@proceedings{2304338,
   author = {Lintner, Tomáš and Diviák, Tomáš and Šalamounová, Zuzana and Šeďová, Klára and Sedláček, Martin and Švaříček, Roman},
   booktitle = {20th Biennial EARLI Conference; 22.-26.8.2023, Greece},
   keywords = {social network analysis; DyNAM; group work},
   language = {eng},
   title = {Dynamic social network perspective on interaction in collaborative learning in elementary classrooms},
   url = {https://www.earli.org/events/earli2023#section-programme},
   year = {2023}
}

TY  - CONF
ID  - 2304338
AU  - Lintner, Tomáš - Diviák, Tomáš - Šalamounová, Zuzana - Šeďová, Klára - Sedláček, Martin - Švaříček, Roman
PY  - 2023
TI  - Dynamic social network perspective on interaction in collaborative learning in elementary classrooms
KW  - social network analysis
KW  - DyNAM
KW  - group work
UR  - https://www.earli.org/events/earli2023#section-programme
N2  - 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?”
ER  -

LINTNER, Tomáš; Tomáš DIVIÁK; Zuzana ŠALAMOUNOVÁ; Klára ŠEĎOVÁ; Martin SEDLÁČEK a Roman ŠVAŘÍČEK. Dynamic social network perspective on interaction in collaborative learning in elementary classrooms. In \textit{20th Biennial EARLI Conference; 22.-26.8.2023, Greece}. 2023.

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