Supporting college students to communicate productively in groups: A self-awareness intervention
Dialogic teaching, or instruction centered around inquiry and student communication, is a popular instructional approach that can support students to construct mathematical knowledge. One obstacle to dialogic teaching is that teachers have difficulty supporting students to communicate and collaborat...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2022-01-01
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| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374022000899 |
| _version_ | 1811188689587404800 |
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| author | Tye Campbell Chalandra Gooden Felicia Smith Sheunghyun Yeo |
| author_facet | Tye Campbell Chalandra Gooden Felicia Smith Sheunghyun Yeo |
| author_sort | Tye Campbell |
| collection | DOAJ |
| description | Dialogic teaching, or instruction centered around inquiry and student communication, is a popular instructional approach that can support students to construct mathematical knowledge. One obstacle to dialogic teaching is that teachers have difficulty supporting students to communicate and collaborate productively in groups. We conducted an intervention with 25 college students that was designed to support them to communicate effectively in groups by promoting self-awareness. The self-awareness intervention contained two phases. First, students listened to audio recordings of themselves working in groups on a mathematics task. Second, they responded to reflection questions about the effectiveness of their communication and collaboration. After students reflected on the effectiveness of their communication and collaboration, they were audio-recorded once more to determine whether the self-awareness intervention supported students to change their collaborative behaviors. We provide quantitative and qualitative findings that reveal that the intervention was moderately successful in supporting students to change their collaborative behaviors positively. The findings of this study imply that the self-awareness intervention might support students towards improving their group collaboration in mathematics. |
| first_indexed | 2024-04-11T14:22:33Z |
| format | Article |
| id | doaj.art-c54ab3bb672f4f0086cdd8650fee9e64 |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-04-11T14:22:33Z |
| publishDate | 2022-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-c54ab3bb672f4f0086cdd8650fee9e642022-12-22T04:19:00ZengElsevierInternational Journal of Educational Research Open2666-37402022-01-013100213Supporting college students to communicate productively in groups: A self-awareness interventionTye Campbell0Chalandra Gooden1Felicia Smith2Sheunghyun Yeo3Crandall University, 333 Gorge Rd Moncton, New Brunswick, E1G 3H9, Canada; Corresponding author.The University of Alabama, Graves Hall, Tuscaloosa, AL 35487, USAThe University of Alabama, Graves Hall, Tuscaloosa, AL 35487, USADaegu National University of Education, Daegu, 710 Sangrok Education Center, South KoreaDialogic teaching, or instruction centered around inquiry and student communication, is a popular instructional approach that can support students to construct mathematical knowledge. One obstacle to dialogic teaching is that teachers have difficulty supporting students to communicate and collaborate productively in groups. We conducted an intervention with 25 college students that was designed to support them to communicate effectively in groups by promoting self-awareness. The self-awareness intervention contained two phases. First, students listened to audio recordings of themselves working in groups on a mathematics task. Second, they responded to reflection questions about the effectiveness of their communication and collaboration. After students reflected on the effectiveness of their communication and collaboration, they were audio-recorded once more to determine whether the self-awareness intervention supported students to change their collaborative behaviors. We provide quantitative and qualitative findings that reveal that the intervention was moderately successful in supporting students to change their collaborative behaviors positively. The findings of this study imply that the self-awareness intervention might support students towards improving their group collaboration in mathematics.http://www.sciencedirect.com/science/article/pii/S2666374022000899MathematicsDialogic instructionObjective self-awareness theoryCollaborative learning |
| spellingShingle | Tye Campbell Chalandra Gooden Felicia Smith Sheunghyun Yeo Supporting college students to communicate productively in groups: A self-awareness intervention International Journal of Educational Research Open Mathematics Dialogic instruction Objective self-awareness theory Collaborative learning |
| title | Supporting college students to communicate productively in groups: A self-awareness intervention |
| title_full | Supporting college students to communicate productively in groups: A self-awareness intervention |
| title_fullStr | Supporting college students to communicate productively in groups: A self-awareness intervention |
| title_full_unstemmed | Supporting college students to communicate productively in groups: A self-awareness intervention |
| title_short | Supporting college students to communicate productively in groups: A self-awareness intervention |
| title_sort | supporting college students to communicate productively in groups a self awareness intervention |
| topic | Mathematics Dialogic instruction Objective self-awareness theory Collaborative learning |
| url | http://www.sciencedirect.com/science/article/pii/S2666374022000899 |
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