Patterns of Talk in Foundation Year Small Group Interaction: Making the Case for Educational Dialogue

Autor/inn/en	Heron, Marion; Tenenbaum, Harriet R.; Hatch, Robert J.
Titel	Patterns of Talk in Foundation Year Small Group Interaction: Making the Case for Educational Dialogue
Quelle	In: Journal of Further and Higher Education, 47 (2023) 4, S.450-464 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heron, Marion) ORCID (Tenenbaum, Harriet R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2022.2138286
Schlagwörter	Undergraduate Students; Group Dynamics; Discussion; Problem Solving; Cooperative Learning; Majors (Students); Foreign Countries; Developmental Studies Programs; Communication (Thought Transfer); Academic Language; Online Courses; Synchronous Communication; United Kingdom + Suchen Sie Ihr Suchwort? Gruppendynamik; Diskussion; Problemlösen; Kooperatives Lernen; Ausland; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Communication; thought; Kommunikation; Gedanke; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Online course; Online-Kurs; Großbritannien
Abstract	The aim of the Foundation Year of university is to prepare students for their undergraduate study. Part of this preparation is enculturation into ways of speaking. Undergraduate study involves small group interaction in which students are expected to use educational dialogue to co-construct conceptual understanding and engage in critical thinking. In this study, we were interested in whether and to what extent Foundation Year Bioscience students used educational dialogue in problem-solving tasks. Seven groups were audio recorded during online group discussions at three points during the semester. Transcripts were analysed according to a framework of educational dialogue codes. While some groups engaged in educational dialogue, there was variability amongst group members, within the session and across sessions. Based on this small case study, we argue that Foundation Year teachers can support the development of students' educational dialogue by raising metacognitive awareness of language and providing opportunities through task design. We conclude the paper with specific suggestions for classroom practice which are not restricted to Biosciences Foundation Year and relevant to all stages of university study and across disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01