Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting

Abstract

Rapid evolution of information technology has changed traditional classroom pedagogies, and a number of computer-supported collaborative learning forms have burgeoned. However, research concerning the analysis of teacher-student interaction in actual classroom discussions is still less established. This article addresses the nature of teacher-student interaction in small-group discussions in a Chinese higher education setting. We analysed the social network and verbal behavioural features of teacher-student interaction using an analytical framework that integrates the social network analysis (SNA) and Flanders interaction analysis (FIA). The results of SNA indicated that the teacher exerted the main control of the social network and the group leaders were more actively engaged than other students. The findings of FIA showed a range of teacher-student behavioural characteristics. Teacher lecturing, student-initiated talk and teacher's clarifying student ideas accounted for the largest percentage of interaction. Although the teacher spent a large percentage of talk in lecturing, he acted more like a guide and facilitator, developing student ideas with appropriate comments and providing ample opportunities for student talk. The students as a whole were found to be active in verbal

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“…Therefore, to transform students into “active self-explorers of knowledge” and to promote their active participation in the learning process, it is very important to develop or seek new teaching models that have the ability to improve the teaching effect during a limited period of time [4,13,18,19].…”

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