Whole-class discussions in which students and teacher reason together and coconstruct knowledge are, next to small group work, important in communities of learners. In this study we address the question of what strategies history teachers use to provoke and support collaborative historical reasoning in whole-class discussions. Analyses included transcripts of four whole-class discussions and st...

James Robins,1,3 Andrea Rotnitzky,2,3 and Stijn Vansteelandt4 1Department of Epidemiology Harvard School of Public Health, 655 Huntington Avenue Boston, Massachusetts 02115, U.S.A. 2Department of Economics Universidad Torcuato di Tella Saenz Valiente 101

Background: Relationships are the foundation of human social life. If this relationship is well established in academic environments, educational objectives are more conveniently obtained. The aim of this studyDetermining factors affecting student- professor relationship in performing educational and learning activities from the perspective of male and female  apprentices, interns and Assistant...

Previous research has shown that undergraduate science students learn from peer discussions of in-class clicker questions. However, the features that characterize such discussions are largely unknown, as are the instructional factors that may lead students into productive discussions. To explore these questions, we recorded and transcribed 83 discussions among groups of students discussing 34 d...

Peer interaction may be a useful strategy for having students express their knowledge and get personalized feedback in large classes. In this paper we look at how a CoWeb – an unstructured collaboration space – was used to support a large college design class. Although the CoWeb was used for several purposes, we focus specifically on how it was used to support class discussions. We start with w...

Automatic analysis of discussion logs from studies of computer supported collaborative learning has become more prevalent as technology for machine learning and text mining have become more powerful and usable. We extend this effort to analysis of transcripts of whole group classroom discussions. We argue in favor of adapting a transactivity based framework developed for analysis of collaborati...