Exploring Strategies to Redirect Disruptive Talk in Middle-school Collaborative Inquiry Discourse

• In Event: TIL- Online and Remote Learning and Learning Environments In Education (h)

Short Description

Successful collaborative learning often requires students to collectively regulate their learning as a group, or engage in socially shared regulation of learning (SSRL). This paper focuses on one dimension of SSRL, shared monitoring strategies in the context of middle-school collaborative inquiry. Specifically, it explores how students and teachers respond to disruptive talk in a game-based learning environment. The findings will inform researchers and practitioners to support collaborative learning.

Authors

• Presenter: Chen Feng, Indiana University Bloomington

• Contributor: Asmalina Saleh, Indiana University Bloomington

• Presenter: Haesol Bae, Indiana University

• Presenter: Krista Glazewski, Indiana University

• Contributor: Cindy Hmelo-Silver, Indiana University Bloomington

• Presenter: Thomas Brush, Indiana University

• Contributor: Bradford Mott, North Carolina State University

• Contributor: James Lester, North Carolina State University