The Experts below are selected from a list of 45183 Experts worldwide ranked by ideXlab platform
Susan R Fussell - One of the best experts on this subject based on the ideXlab platform.
-
understanding informal communication in multilingual contexts
Conference on Computer Supported Cooperative Work, 2013Co-Authors: Chien Wen Yuan, Leslie D Setlock, Dan Cosley, Susan R FussellAbstract:Informal communication in organizations has many benefits, but people who are not native speakers of the organization's common language may find it hard to interact informally. In an interview study of nine native English-speaking and 33 non-native English-speaking students at a large U.S. university, we explore how native language shapes patterns of informal Interaction. We found that non-native speakers generally preferred interacting informally with fellow speakers of their own native language as opposed to native English speakers, which hinders communication and collaboration between Groups. Three factors led to this "clustering" effect: issues of common ground, feelings of social obligation to other speakers of one's native language, and desires to build social networks within a language Group. Four factors led to greater motivation for cross-language Interaction: a desire to build bridging capital, physical proximity, one-on-one or Small-Group Interaction, and an established work relationship. The findings suggest ways that communication tools might reduce barriers to informal Interaction between speakers of different native languages.
Marsha Ing - One of the best experts on this subject based on the ideXlab platform.
-
Small Group reflections parallels between teacher discourse and student behavior in peer directed Groups
The Journal of the Learning Sciences, 2006Co-Authors: Noreen M Webb, Kariane Mari Nemer, Marsha IngAbstract:Prior research on Small-Group collaboration identifies several behaviors that significantly predict student learning, such as exchanging explanations and applying help received. Previous reports focus on student behavior to understand why many students do not engage in behaviors predictive of learning, leaving unexplored how teachers may influence Small-Group Interaction. Consequently, this article describes established teacher practices and examines whether and how students reproduce teacher discourse in the context of a semester-long program of cooperative learning in four middle school mathematics classrooms. This article illustrates changes that emerged and factors that made change difficult. The research concludes that student behavior largely mirrored the discourse modeled by and the expectations communicated by teachers. Teachers tended to give unlabeled calculations, procedures, or answers instead of labeled explanations. Teachers often instructed using a recitation approach in which they assumed ...
Michaela Driver - One of the best experts on this subject based on the ideXlab platform.
-
exploring student perceptions of Group Interaction and class satisfaction in the web enhanced classroom
Internet and Higher Education, 2002Co-Authors: Michaela DriverAbstract:Abstract This paper presents an exploratory study of a web-enhanced televised class encouraging learner–learner Interaction in Small online Groups. The purpose of the study was to examine whether various Interactions among students in Small Groups could substitute for one-on-one Interaction between the instructor and each student and lead to high levels of perceived class Interaction and student satisfaction. It was found that perceptions of overall class Interaction and student satisfaction seem to be positively affected by Small Group Interaction. Implications for research and practice are discussed.
Chien Wen Yuan - One of the best experts on this subject based on the ideXlab platform.
-
understanding informal communication in multilingual contexts
Conference on Computer Supported Cooperative Work, 2013Co-Authors: Chien Wen Yuan, Leslie D Setlock, Dan Cosley, Susan R FussellAbstract:Informal communication in organizations has many benefits, but people who are not native speakers of the organization's common language may find it hard to interact informally. In an interview study of nine native English-speaking and 33 non-native English-speaking students at a large U.S. university, we explore how native language shapes patterns of informal Interaction. We found that non-native speakers generally preferred interacting informally with fellow speakers of their own native language as opposed to native English speakers, which hinders communication and collaboration between Groups. Three factors led to this "clustering" effect: issues of common ground, feelings of social obligation to other speakers of one's native language, and desires to build social networks within a language Group. Four factors led to greater motivation for cross-language Interaction: a desire to build bridging capital, physical proximity, one-on-one or Small-Group Interaction, and an established work relationship. The findings suggest ways that communication tools might reduce barriers to informal Interaction between speakers of different native languages.
Noreen M Webb - One of the best experts on this subject based on the ideXlab platform.
-
Small Group reflections parallels between teacher discourse and student behavior in peer directed Groups
The Journal of the Learning Sciences, 2006Co-Authors: Noreen M Webb, Kariane Mari Nemer, Marsha IngAbstract:Prior research on Small-Group collaboration identifies several behaviors that significantly predict student learning, such as exchanging explanations and applying help received. Previous reports focus on student behavior to understand why many students do not engage in behaviors predictive of learning, leaving unexplored how teachers may influence Small-Group Interaction. Consequently, this article describes established teacher practices and examines whether and how students reproduce teacher discourse in the context of a semester-long program of cooperative learning in four middle school mathematics classrooms. This article illustrates changes that emerged and factors that made change difficult. The research concludes that student behavior largely mirrored the discourse modeled by and the expectations communicated by teachers. Teachers tended to give unlabeled calculations, procedures, or answers instead of labeled explanations. Teachers often instructed using a recitation approach in which they assumed ...