Datum
2023-08-03Schlagwort
370 Erziehung, Schul- und Bildungswesen Markov-ModellKooperatives LernenVerhaltensmusterSequentialanalyseMetadata
Zur Langanzeige
Aufsatz
An Exploratory Analysis of Transactive Interaction Patterns in Cooperative Learning Using Sequential Analysis
Zusammenfassung
For cooperative learning to be effective, the quality of student–student interaction is crucial. Interactions, which are transactive in nature, are positively related to students’ learning success during cooperative learning. However, little is known about typical interaction patterns during transactive interaction in face-to-face cooperative learning. Therefore, the current study aims to analyze typical interaction patterns of transactive interaction in cooperative learning. Sixty-eight students from seventh to tenth grade were randomly assigned to a total of 23 groups in their classes. The groups were videotaped while solving the same open-ended mathematical modelling task. The interaction behavior was coded, and interaction patterns were analyzed using sequential analysis with first- and second-order Markov chains. The results indicate that the likelihood that students confirm and pick up correct proposals is relatively high, indicating transactive interaction. However, it is almost equally likely that incorrect proposals are confirmed erroneously, as students barely correct them. Still, students do frequently engage in transactive interaction by discussing incorrect proposals, even though these discussions rarely lead to correct solution approaches. Limitations of these results, as well as the practical implications for cooperative learning in classroom settings, are discussed.
Zitierform
In: Education Sciences Volume 13 / Issue 8 (2023-08-03) eissn:2227-7102Förderhinweis
Gefördert durch den Publikationsfonds der Universität KasselZitieren
@article{doi:10.17170/kobra-202311229059,
author={Nemeth, Lea and Blumenfeld, Tim and Denn, Ann-Katrin and Hirstein, Anastasia and Lipowsky, Frank},
title={An Exploratory Analysis of Transactive Interaction Patterns in Cooperative Learning Using Sequential Analysis},
journal={Education Sciences},
year={2023}
}
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2023-11-22T14:29:58Z 2023-11-22T14:29:58Z 2023-08-03 doi:10.17170/kobra-202311229059 http://hdl.handle.net/123456789/15205 Gefördert durch den Publikationsfonds der Universität Kassel eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ cooperative learning transactive interaction Markov chains sequential analysis interaction patterns 370 An Exploratory Analysis of Transactive Interaction Patterns in Cooperative Learning Using Sequential Analysis Aufsatz For cooperative learning to be effective, the quality of student–student interaction is crucial. Interactions, which are transactive in nature, are positively related to students’ learning success during cooperative learning. However, little is known about typical interaction patterns during transactive interaction in face-to-face cooperative learning. Therefore, the current study aims to analyze typical interaction patterns of transactive interaction in cooperative learning. Sixty-eight students from seventh to tenth grade were randomly assigned to a total of 23 groups in their classes. The groups were videotaped while solving the same open-ended mathematical modelling task. The interaction behavior was coded, and interaction patterns were analyzed using sequential analysis with first- and second-order Markov chains. The results indicate that the likelihood that students confirm and pick up correct proposals is relatively high, indicating transactive interaction. However, it is almost equally likely that incorrect proposals are confirmed erroneously, as students barely correct them. Still, students do frequently engage in transactive interaction by discussing incorrect proposals, even though these discussions rarely lead to correct solution approaches. Limitations of these results, as well as the practical implications for cooperative learning in classroom settings, are discussed. open access Nemeth, Lea Blumenfeld, Tim Denn, Ann-Katrin Hirstein, Anastasia Lipowsky, Frank 20 Seiten doi:10.3390/educsci13080790 Markov-Modell Kooperatives Lernen Verhaltensmuster Sequentialanalyse publishedVersion eissn:2227-7102 Issue 8 Education Sciences Volume 13 false 790 true
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