@inproceedings{5979a33d512d4e9f9ddfe3e945a9f547,
title = "Exploring teaching and course assistants{\textquoteright} interventions with groups during collaborative problem-solving",
abstract = "This study explores the task-related interventions of a teaching assistant and three course assistants with six small groups during collaborative problem-solving activities in undergraduate engineering classrooms. Results indicated that the majority of the interventions were not preceded by monitoring the group activity and were initiated by asking the groups a general question about their activity or progress on the task. The majority of the interventions were dominated by feedback moves which suggests that the teachers were using direct instruction strategies more than dialogic strategies when intervening with the groups{\textquoteright} work.",
author = "Saadeddine Shehab and Emma Mercier",
note = "Funding Information: This material is based upon work supported by the National Science Foundation under Grant No. 1441149. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Publisher Copyright: {\textcopyright} ISLS.; 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019 ; Conference date: 17-06-2019 Through 21-06-2019",
year = "2019",
doi = "10.22318/cscl2019.581",
language = "English (US)",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "581--584",
editor = "Kristine Lund and Niccolai, {Gerald P.} and Elise Lavoue and Cindy Hmelo-Silver and Gahgene Gweon and Michael Baker",
booktitle = "A Wide Lens",
}