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Conference Paper: Turn-taking patterns in dialogic collaborative problem solving
Title | Turn-taking patterns in dialogic collaborative problem solving |
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Authors | |
Issue Date | 2020 |
Publisher | All Academic, Inc.. |
Citation | The American Educational Research Association (AERA) Annual Meeting, San Francisco, USA, 17-21 April 2020 (Conference Canceled due to COVID-19 Pandemic) How to Cite? |
Abstract | Dialogic collaborative problem solving describes how students collaboratively solve a problem with their peers mainly through talk. This study mainly adopted the participation shift analysis framework and the hierarchical clustering technique to identify turn-taking patterns in a dialogic collaborative problem-solving context. There were 160 participants assigned in 40 groups. Turn-receiving was the dominant turn-taking pattern and there was no significant correlation between turn-taking patterns and group outcome or self-reported individual performance. This study also identified three major clusters of individuals who revealed distinctive turn-taking preferences: turn-receivers, turn-usurpers, and turn-balancers. Turn-receivers made most contributions to group discussion while turn-usurpers showed the highest confidence but performed worst. Relevant interpretations and implications were also discussed. |
Description | Moscone Center North Roundtable Session 4 - Roundtable Session: Collaborative Learning Experiences |
Persistent Identifier | http://hdl.handle.net/10722/283762 |
DC Field | Value | Language |
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dc.contributor.author | Hu, L | - |
dc.contributor.author | Chen, G | - |
dc.date.accessioned | 2020-07-03T08:23:44Z | - |
dc.date.available | 2020-07-03T08:23:44Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | The American Educational Research Association (AERA) Annual Meeting, San Francisco, USA, 17-21 April 2020 (Conference Canceled due to COVID-19 Pandemic) | - |
dc.identifier.uri | http://hdl.handle.net/10722/283762 | - |
dc.description | Moscone Center North Roundtable Session 4 - Roundtable Session: Collaborative Learning Experiences | - |
dc.description.abstract | Dialogic collaborative problem solving describes how students collaboratively solve a problem with their peers mainly through talk. This study mainly adopted the participation shift analysis framework and the hierarchical clustering technique to identify turn-taking patterns in a dialogic collaborative problem-solving context. There were 160 participants assigned in 40 groups. Turn-receiving was the dominant turn-taking pattern and there was no significant correlation between turn-taking patterns and group outcome or self-reported individual performance. This study also identified three major clusters of individuals who revealed distinctive turn-taking preferences: turn-receivers, turn-usurpers, and turn-balancers. Turn-receivers made most contributions to group discussion while turn-usurpers showed the highest confidence but performed worst. Relevant interpretations and implications were also discussed. | - |
dc.language | eng | - |
dc.publisher | All Academic, Inc.. | - |
dc.relation.ispartof | AERA (American Educational Research Association) Annual Meeting, 2020 (Conference Canceled) | - |
dc.title | Turn-taking patterns in dialogic collaborative problem solving | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Chen, G: gwchen@hku.hk | - |
dc.identifier.authority | Chen, G=rp01874 | - |
dc.identifier.hkuros | 310768 | - |
dc.publisher.place | United States | - |