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dc.contributor.authorSkoog, Rebekah
dc.contributor.authorKusumaningsih, Sisilia
dc.contributor.authorSun, Jingjing
dc.date.accessioned2020-07-08T23:53:47Z
dc.date.accessioned2020-07-09T04:32:51Z-
dc.date.available2020-07-08T23:53:47Z
dc.date.available2020-07-09T04:32:51Z-
dc.date.issued2020-06
dc.identifier.citationSkoog, R., Kusumaningsih, S., & Sun, J. (2020). Student Immediacy: The Key to Collaborative Learning Dynamics?. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 885-886). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.885
dc.identifier.urihttps://repository.isls.org//handle/1/6813-
dc.description.abstractSupportive verbal immediacy moves have been proven to play a role in successful student outcomes between teachers and students. This preliminary research analyzed Collaborative Reasoning (CR) discussions to see what role verbal immediacy plays in student to student interaction. Thus far in the exploration of Verbal Immediacy, the presence of the supportive immediacy yielded a more dynamic and egalitarian discussion, allowing more equal participation, and dialog that promotes interpersonal growth and rapport. Keywords: collaborative reasoning, verbal immediacy, interactive learningen_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectLearning and Identityen_US
dc.titleStudent Immediacy: The Key to Collaborative Learning Dynamics?en_US
dc.typePosteren_US
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