Examining Peer Acceptance in Verbal and Non-Verbal Interaction during Computer-Supported Collaborative Learning: Implications for Inclusion

Autor/in	Mavrou, Katerina
Titel	Examining Peer Acceptance in Verbal and Non-Verbal Interaction during Computer-Supported Collaborative Learning: Implications for Inclusion
Quelle	In: International Journal of Inclusive Education, 16 (2012) 2, S.119-138 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603111003671657
Schlagwörter	Feedback (Response); Verbal Communication; Foreign Countries; Peer Acceptance; Rejection (Psychology); Nonverbal Communication; Computer Assisted Instruction; Cooperative Learning; Disabilities; Inclusion; Peer Relationship + Suchen Sie Ihr Suchwort? Ausland; Ablehnung; Non-verbal communication; Nonverbale Kommunikation; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Handicap; Behinderung; Inklusion; Peer-Beziehungen
Abstract	This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional-structural approaches for the verbal interaction. Findings gave an important insight into the interactions among disabled and non-disabled pupils working together at the computer, indicating that peer (non)acceptance came through: (1) response to the peer, articulated through verbal moves that included reply, feedback, evaluation, agree and justify, in both collaborative and non-collaborative events; (2) peer involvement, reflected in requesting involvement of the peer, mainly in collaborative and socio-emotional positive events; (3) individualistic behaviour, present through ignoring the peer in situations of on- and off-task non-collaboration; and (4) peer rejection, containing reaction and protest towards the peer in non-collaborative on- and off-task events as well as socio-emotional negative situations. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10