Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach.
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 to ensuring the efficacy of dialogic teaching and learning...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 4; pp. 1632 - 1658 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=178531908&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178531908 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2024 vid: 40 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 178531908 176231442 178531908 178531908 10.1111/jcal.12975 178531908 ppf: 1632 ppct: 26 formats: tig: atl: Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach. aug: au: Hu, Liru Chen, Gaowei Wu, Jiajun affil: College of Education, The University of Texas at El Paso, El Paso Texas,, USA sug: subj: Problem Solving China Collaboration Conversation Learning Methods Teaching Methods Respect Communication Consumer Participation Visual Perception Diversity, Equity, Inclusion Students, Elementary Quality Improvement Outcomes of Education Human Conceptual Framework Peer Group Feedback Reflection Interpersonal Relations Mathematics Learning Environment Videorecording Child Male Female China Audiorecording Summated Rating Scaling Anxiety Scales Academic Performance Randomized Controlled Trials Random Assignment Pretest-Posttest Design Task Performance and Analysis Descriptive Statistics Analysis of Covariance T-Tests Data Analysis Software Funding Source Child: 6-12 years Male Female ab: 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 to ensuring the efficacy of dialogic teaching and learning. Objectives: In this study, participation equity refers to a condition in which participation itself and opportunities to participate are fairly distributed among participants and all participants are equally listened to and respected. We designed a technology‐enhanced participatory visual learning analytical approach to promote equitable participation in dialogic collaborative problem solving from four dimensions: participation (i.e., ensuring equal contributions from all participants), opportunity (i.e., promoting equal engagement with others), responsiveness (i.e., encouraging equal attentiveness and responsiveness to others' input), and respect (i.e., cultivating a respectful communication style). Methods: The intervention class of fourth‐grade students (n = 59) interacted with a participatory visual learning analytical tool to reflect on their participation equity and learn productive peer talk moves to address equity issues concerning the four dimensions, while a comparison class (n = 59) only received simple feedback on participation and respect. Results: The results indicated that equal participation rates among group members were insufficient to secure participation equity. The intervention was effective in helping students realize and address equity‐related issues. Intervention students were more equitable regarding responsiveness and participation opportunity than the comparison students. Conclusions: The proposed multidimensional participation equity framework has the potential to deepen the understanding of equity and promote equitable learning interactions. Lay Description: What is currently known: Peer discussion has the potential to bring productive educational gains.Participation equity is essential in productive collaborative discussion.Participation equity currently mainly concerns the equality of participation. What we add: We use technology to help children analyse, visualize and reflect on participation equity.We use technology to teach students how to talk in an equitable approach.We define equity in four dimensions: participation, opportunity, responsiveness and respect. The implications for practitioners: Students should be guided to participate equally and respectfully in a group.Students should also be guided to equally listen to other group members' voices.Students should also be guided to equally address other group members. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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