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      Helping as a Concurrent Activity: How Students Engage in Small Groups While Pursuing Classroom Tasks

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          Abstract

          This study examines interactions in which students help each other with their learning during classroom instruction, forming groups in the process. From a conversation analytic perspective, helping is assumed to be a sequentially organized activity jointly accomplished by the participants. As an activity that proceeds alongside other ongoing classroom activities, helping can be conceived as part of a multiactivity that poses students with multi-faceted interactional and moral challenges. While previous research on helping in educational contexts has primarily focused on the influence of helping on learning outcomes and social dynamics in helping interactions, the present study investigates how students cope with the intricacies of moral commitments inherent in helping as a concurrent activity. The aim of this paper is two-fold. First, we aim to elaborate on how students’ dual involvements – i.e., their involvement in classroom activities while simultaneously providing help – manifest in the ways in which groups are constituted, maintained, and dissolved. The analyses reveal that both the compatibility of helping with the activity already in progress as well as the students’ problem definition are consequential for the sequential and bodily-spatial unfolding of the help interaction, inducing different arrangements that constitute a continuum, at each end of which there is a dominant orientation toward the shared space of helping or toward the individual/collective space. Furthermore, from a methodological perspective, our study aims to demonstrate the extent to which multimodal interaction analysis is applicable when examining naturally occurring groups, in this case, in interactive processes of helping. The study is based on a data corpus that comprises video recordings of mathematics and German lessons from two fifth-grade classrooms.

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          Opening up Closings

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            Gesture: Visible Action as Utterance

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              Action and embodiment within situated human interaction

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                13 January 2022
                2021
                : 12
                : 784906
                Affiliations
                Department of German Studies, School of Humanities and Cultural Studies, University of Wuppertal , Wuppertal, Germany
                Author notes

                Edited by: Francesco Arcidiacono, Haute École Pédagogique BEJUNE, Switzerland

                Reviewed by: Claudio Scarvaglieri, Ghent University, Belgium; Liisa Voutilainen, University of Helsinki, Finland

                *Correspondence: Denise Wakke, wakke@ 123456uni-wuppertal.de

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2021.784906
                8792761
                e48e6213-2eeb-44ed-9008-b51f92f53718
                Copyright © 2022 Wakke and Heller.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 28 September 2021
                : 07 December 2021
                Page count
                Figures: 3, Tables: 0, Equations: 0, References: 83, Pages: 20, Words: 13272
                Funding
                Funded by: Bundesministerium für Bildung und Forschung, doi 10.13039/501100002347;
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                helping,classroom interaction,multiactivity,dual involvements,space,moral commitment,multimodal interaction analysis

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