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Transactivity in heterogeneous cooperative dialogues in elementary education

Prins, Janine (2020) Transactivity in heterogeneous cooperative dialogues in elementary education.

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Abstract:Transactive communication (i.e. reasoning upon information provided by an interlocutor) is considered to enhance learners’ dialogues and therewith learners’ individual learning gain while cooperative learning. However, studies on cooperative learning do not always show to increase learning gain. This study built upon existing research and investigated whether the extent of transactive communication elementary school learners (n=56) engaged in enhanced the quality of the dialogue and therewith individual learning gain. To determine the extent of transactive communication learners used, learners’ heterogeneous group’ dialogues were coded. Discourse analysis revealed that learners hardly engaged in transactive communication. In addition, possibly as a consequence, results showed transactive communication to not affect learners’ individual learning gain. This suggests that learners need support to learn how to engage in transactive communication before transactivity can positively affect learners’ individual learning gain. Future studies should examine the support needed for learners to engage in transactive communication.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/82851
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