University of Oulu

Laura Palmgren-Neuvonen, Riitta-Liisa Korkeamäki, Group interaction of primary-aged students in the context of a learner-generated digital video production, Learning, Culture and Social Interaction, Volume 3, Issue 1, March 2014, Pages 1-14, ISSN 2210-6561, https://doi.org/10.1016/j.lcsi.2013.11.001.

Group interaction of primary-aged students in the context of a learner-generated digital video production

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Author: Palmgren-Neuvonen, Laura1; Korkeamäki, Riitta-Liisa2
Organizations: 1Future School Research Center, University of Oulu, Finland
2Department of Educational Sciences, University of Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.5 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe201706097106
Language: English
Published: Elsevier, 2014
Publish Date: 2017-06-09
Description:

Abstract

Recognizing the benefits of peer interactions, collaborative problem solving, and creative processing in pedagogical settings, this study aims to understand the interaction in the context of DV storyboarding, both at the individual and group levels, by looking at one mixed-gender group of fourth graders faced with frequent conflicts in negotiations on the theme, ideas, events, and character roles of a jointly produced movie. The observed and video-recorded activities occurred in naturalistic settings with no pedagogical interventions or instructions for students as to how to organize themselves in a group discussion. In a mixed-method analysis, we employed Bales’s IPA method to visualize the interaction and enable comparison across individuals and sessions, and wrote qualitative summaries to describe the group interactions from the perspective of collaboration, Mercer’s productive talk, and Tuckman’s group development. The IPA method appeared to serve as a robust interpretive framework. The study not only reveals the complexity of the open-ended DV assignment, initially insufficient skills to negotiate and proceed in collaborative creative processing, as well as unequal participation, but also incorporates enthusiastic task-oriented discussions and self-directed development in inter-relational skills and conflict solving. The results are worth taking into account for teachers and other practitioners in order to identify potential areas of improvement, and thus enhance the educational value of group work.

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Series: Learning, culture and social interaction
ISSN: 2210-6561
ISSN-E: 2210-657X
ISSN-L: 2210-6561
Volume: 3
Issue: 1
Pages: 1 - 14
DOI: 10.1016/j.lcsi.2013.11.001
OADOI: https://oadoi.org/10.1016/j.lcsi.2013.11.001
Type of Publication: A2 Review article in a scientific journal
Field of Science: 516 Educational sciences
Subjects:
Copyright information: Copyright © 2013 Elsevier Ltd. All rights reserved.