Students' Silence and Identity in Small Group Interactions

Autor/in	Jin, Jun
Titel	Students' Silence and Identity in Small Group Interactions
Quelle	In: Educational Studies, 43 (2017) 3, S.328-342 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2016.1277135
Schlagwörter	Interaction; Student Empowerment; Problem Based Learning; Small Group Instruction; Higher Education; Foreign Countries; Language of Instruction; English (Second Language); Second Language Learning; Cooperative Learning; Qualitative Research; Case Studies; Undergraduate Students; College Freshmen; Dentistry; Tutorial Programs; Nonverbal Communication; Dental Schools; Second Language Instruction; Asia + Suchen Sie Ihr Suchwort? Interaktion; Studienberechtigung; Problem-based learning; Problemorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kooperatives Lernen; Qualitative Forschung; Case study; Fallstudie; Case Study; Studienanfänger; Zahnmedizin; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Non-verbal communication; Nonverbale Kommunikation; Fremdsprachenunterricht; Asien
Abstract	Problem-based learning (PBL) has been increasingly employed as a teaching and learning approach in many disciplines in higher education. In English medium of instruction (EMI) universities in Asia, PBL can further enhance knowledge construction as well as development of disciplinary language and communicative skills. It is necessary to explore how learners participate in PBL, especially considering PBL requires high level of both domain knowledge and language skills. The issue of silence in small group collaborative learning such as PBL tutorials has received very limited attention. More factors such as identity need to be considered in fully exploring small group interactions in higher education. Thus, this study aims to investigate undergraduate students' silence and identity in small group interactions for PBL in EMI universities in Asia. Eight PBL tutorials in the Faculty of Dentistry were video recorded. Three extracts of PBL interactions and the accompanying stimulated recall interviews were selected for case analysis. The analysis provides in-depth insights into the significant instances of students' silence and identity construction in the learning process. Such a study offers opportunities to rethink the issue of silence and provides facilitators and curriculum developers with useful information about small group collaborative learning in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01