Making In-The-Moment Learning Visible: A Framework to Identify and Compare Various Ways of Learning through Continuity and Discourse Change
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| Title: | Making In-The-Moment Learning Visible: A Framework to Identify and Compare Various Ways of Learning through Continuity and Discourse Change |
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| Language: | English |
| Authors: | Jessica M. Karch (ORCID |
| Source: | Science Education. 2024 108(5):1292-1328. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Assistants, Interaction, Active Learning, Electronic Learning, In Person Learning, Blended Learning, Chemistry, Science Education, Physics, Introductory Courses, Undergraduate Students, Learning Processes |
| DOI: | 10.1002/sce.21874 |
| ISSN: | 0036-8326 1098-237X |
| Abstract: | Small group interactions and interactions with near-peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in-the-moment learning during interactions by operationalizing it through the lens of discourse change and continuity toward three ends. Using video recordings of students and learning assistants interacting in a variety of contexts including remote, in-person, and hybrid classrooms in introductory chemistry and physics at two universities, we developed an analytical framework that can characterize learning in the moment of interaction, is sensitive to different kinds of learning, and can be used to compare interactions. The framework and its theoretical underpinnings are described in detail. In-depth examples demonstrate how the framework can be applied to classroom data to identify and differentiate different ways in which in-the-moment learning occurs. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434184 |
| Database: | ERIC |
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| Abstract: | Small group interactions and interactions with near-peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in-the-moment learning during interactions by operationalizing it through the lens of discourse change and continuity toward three ends. Using video recordings of students and learning assistants interacting in a variety of contexts including remote, in-person, and hybrid classrooms in introductory chemistry and physics at two universities, we developed an analytical framework that can characterize learning in the moment of interaction, is sensitive to different kinds of learning, and can be used to compare interactions. The framework and its theoretical underpinnings are described in detail. In-depth examples demonstrate how the framework can be applied to classroom data to identify and differentiate different ways in which in-the-moment learning occurs. |
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| ISSN: | 0036-8326 1098-237X |
| DOI: | 10.1002/sce.21874 |
