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.

Basic information

Original name

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

Authors

LINTNER, Tomáš (703 Slovakia, guarantor, belonging to the institution), Tomáš DIVIÁK (203 Czech Republic), Zuzana ŠALAMOUNOVÁ (203 Czech Republic, belonging to the institution), Klára ŠEĎOVÁ (203 Czech Republic, belonging to the institution), Martin SEDLÁČEK (203 Czech Republic, belonging to the institution) and Roman ŠVAŘÍČEK (203 Czech Republic, belonging to the institution)

Edition

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

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

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

Country of publisher

Greece

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

RIV identification code

RIV/00216224:14210/23:00134195

Organization unit

Faculty of Arts

Keywords in English

social network analysis; DyNAM; group work

Abstract

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?”

Links

GA21-16021S, research and development project

Name: Kolektivita v dialogickém vyučování: Intervenční studie (Acronym: CoDiTe)

Investor: Czech Science Foundation

Citovat

LINTNER, Tomáš, Tomáš DIVIÁK, Zuzana ŠALAMOUNOVÁ, Klára ŠEĎOVÁ, Martin SEDLÁČEK and 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 and 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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