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|Title:||Examining the Role of Verbal Interaction in Team Success on a Design Challenge|
|Authors:||Apedoe, Xornam S.|
Mattis, Kristina V.
Schunn, Christian D.
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Apedoe, X. S., Mattis, K. V., Rowden-Quince, B., & Schunn, C. D. (2010). Examining the Role of Verbal Interaction in Team Success on a Design Challenge. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 596-603). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||Collaboration is an essential component of many project-based learning environments; however, verbal interactions within groups can be ineffective. Extending previous research, this study investigated verbal interactions within teams of high school students as they solved a prototypical design-task called the Earthquake task. Videotaped performance assessments of high and low performing teams were analyzed in depth. Teams were categorized as high and low performing using two different methods: (1) highest successful structure built and, (2) percentage of successful designs. Results suggest that teams engaged in three different patterns of verbal interactions: Accept-Build, Accept-Build-Discuss- Modify, and Discussion. High performing teams most often engaged in, and were most successful when, their verbal interactions followed the Accept-Build-Discus-Modify pathway. The instructional implications of these results for promoting productive group collaboration and future research directions are discussed.|
|Appears in Collections:||ICLS 2010|
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