Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach DOI
Liru Hu, Gaowei Chen,

Jiajun Wu

et al.

Journal of Computer Assisted Learning, Journal Year: 2024, Volume and Issue: 40(4), P. 1632 - 1657

Published: March 27, 2024

Abstract Background The existing research on dialogue‐based learning and teaching predominantly highlights its capacity to yield productive educational outcomes, yet it often overlooks the pivotal factor of participation equity, which is fundamental ensuring efficacy dialogic learning. Objectives In this study, equity refers a condition in itself opportunities participate are fairly distributed among participants all equally listened respected. We designed technology‐enhanced participatory visual analytical approach promote equitable collaborative problem solving from four dimensions: (i.e., equal contributions participants), opportunity promoting engagement with others), responsiveness encouraging attentiveness others' input), respect cultivating respectful communication style). Methods intervention class fourth‐grade students ( n = 59) interacted tool reflect their learn peer talk moves address issues concerning dimensions, while comparison only received simple feedback respect. Results results indicated that rates group members were insufficient secure equity. was effective helping realize equity‐related issues. Intervention more regarding than students. Conclusions proposed multidimensional framework has potential deepen understanding interactions.

Language: Английский

Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach DOI
Liru Hu, Gaowei Chen,

Jiajun Wu

et al.

Journal of Computer Assisted Learning, Journal Year: 2024, Volume and Issue: 40(4), P. 1632 - 1657

Published: March 27, 2024

Abstract Background The existing research on dialogue‐based learning and teaching predominantly highlights its capacity to yield productive educational outcomes, yet it often overlooks the pivotal factor of participation equity, which is fundamental ensuring efficacy dialogic learning. Objectives In this study, equity refers a condition in itself opportunities participate are fairly distributed among participants all equally listened respected. We designed technology‐enhanced participatory visual analytical approach promote equitable collaborative problem solving from four dimensions: (i.e., equal contributions participants), opportunity promoting engagement with others), responsiveness encouraging attentiveness others' input), respect cultivating respectful communication style). Methods intervention class fourth‐grade students ( n = 59) interacted tool reflect their learn peer talk moves address issues concerning dimensions, while comparison only received simple feedback respect. Results results indicated that rates group members were insufficient secure equity. was effective helping realize equity‐related issues. Intervention more regarding than students. Conclusions proposed multidimensional framework has potential deepen understanding interactions.

Language: Английский

Citations

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