Title: A Study Into How Collaborative Features in Online Spoken Interaction May Affect Collective Learning
Stream: Learning Experiences, Student Learning & Learner Diversity
Presentation Type: Oral Presentation
Janine McNair, University of Glasgow, United Kingdom
This document presents a work in progress for a PhD in linguistics and education, where recorded data was collected during a pre-sessional online EAP course in 2021. The project aims to discover more about the nature of collaboration in spoken interaction in learning settings, by examining how the presence of features recognised as collaborative may affect students’ collective understanding of aspects of academic skills during group cognitive tasks. It is hoped that the published study may provide support to both practitioners and scholars within the fields of EAP, as well as within the wider field of education.
At universities throughout the UK and worldwide, the objective of working collaboratively is frequently emphasised. As a consequence of this, pre-Masters’ EAP students require abundant practice of group interaction and tutors will be in a better position to facilitate this if they understand more about how collaboration works as a key factor in successful learning (Ouyang et al., 2021).
The view that meaning and understanding are constructed (Borge & Rose, 2021) and even created (Stahl, 2002) through collective interaction, is a core premise underlying this project, which spans the fields of education, learning psychology and linguistics. Like many studies conducted within the domain of Collaborative Learning, a mixed approach combining quantitative and qualitative techniques is applied.
There will be a brief summary of established theories of collaborative learning which underpin the study, followed by an explanation of how the data is being analysed through conversation analysis, and an insight into the projected results.
Conference Comments & FeedbackPlace a comment using your LinkedIn profile
Share this Presentation