Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting

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• 作者：Mang Li ; Chunping Zheng ; Xiaolan Tang ; Guoyuan Sang
• 关键词：Small ; group discussions ; Teacher ; student interaction ; Social network features ; Verbal behaviours ; Higher education
• 刊名：Journal of Computers in Education
• 出版年：2015
• 出版时间：December 2015
• 年：2015
• 卷：2
• 期：4
• 页码：475-491
• 全文大小：630KB
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• 作者单位：Mang Li (1)
  Chunping Zheng (1) (2)
  Xiaolan Tang (1) (3)
  Guoyuan Sang (1)
  
  1. Faculty of Education, Beijing Normal University, Beijing, 100875, China
  2. School of Humanities, Beijing University of Posts and Telecommunications, Beijing, 100876, China
  3. Hong Kong University, Hong Kong, China
  
• 刊物类别：Educational Technology; Computers and Education;
• 刊物主题：Educational Technology; Computers and Education;
• 出版者：Springer Berlin Heidelberg
• ISSN：2197-9995

文摘

Rapid evolution of information technology has changed traditional classroom pedagogies, and a number of computer-supported collaborative learning forms have burgeoned. However, research concerning the analysis of teacher-student interaction in actual classroom discussions is still less established. This article addresses the nature of teacher-student interaction in small-group discussions in a Chinese higher education setting. We analysed the social network and verbal behavioural features of teacher-student interaction using an analytical framework that integrates the social network analysis (SNA) and Flanders interaction analysis (FIA). The results of SNA indicated that the teacher exerted the main control of the social network and the group leaders were more actively engaged than other students. The findings of FIA showed a range of teacher-student behavioural characteristics. Teacher lecturing, student-initiated talk and teacher鈥檚 clarifying student ideas accounted for the largest percentage of interaction. Although the teacher spent a large percentage of talk in lecturing, he acted more like a guide and facilitator, developing student ideas with appropriate comments and providing ample opportunities for student talk. The students as a whole were found to be active in verbal behaviours and vigorous in raising questions. This case study provided a framework for analysing teacher-student interactional behaviours in higher education context. It also added our understanding of Chinese professors鈥?and graduate students鈥?experience in small-group discussions. Keywords Small-group discussions Teacher-student interaction Social network features Verbal behaviours Higher education