Using Cogenerative Dialogues to Improve Teaching and Learning

Bondi, Stephanie

doi:10.1002/abc.21117

Cited by 14 publications

(11 citation statements)

References 1 publication

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“…Students may also be operating under the impression it is important to be correct and/or protect oneself for being found out as incompetent on a subject matter related to the course (Bondi 2011). Cogen is one way to shift discussion from content to students' needs, the process of learning, and the benefits and responsibilities of community building (Bondi 2013). Our data support that students were able to form more meaningful personal connections through the use of cogen, which lead to increased engagement.…”

Section: Discussionsupporting

confidence: 56%

“…This study provides a number of insights that lead to provocative questions for educators and course designers. As the lead author has written elsewhere (Bondi 2013), one of the challenges of conducting cogen is the perceived time commitment for the instructor. Although there are direct benefits to the instructor spending some synchronous time with students (i.e.…”

Section: Future Researchmentioning

confidence: 99%

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Learning through personal connections: cogenerative dialogues in synchronous virtual spaces

Bondi

Daher

Holland

et al. 2016

Teaching in Higher Education

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This study describes the role of cogenerative dialogues in a synchronous virtual classroom. Cogenerative dialogues are a way for students and instructors to reflect upon in-class events and work collaboratively during the course to optimize teaching and learning. In the present study, cogen has been found to be a tool for enhancing connections among graduate students in the class leading to a reported increase of motivation and engagement. Cogenerative dialogues were essential in shifting responsibilities so that students took a more active role in their own learning while supporting each other.

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Section: Discussionsupporting

confidence: 56%

Section: Future Researchmentioning

confidence: 99%

Learning through personal connections: cogenerative dialogues in synchronous virtual spaces

Bondi

Daher

Holland

et al. 2016

Teaching in Higher Education

Self Cite

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show abstract

“…This last idea relates to other applications that Roth and Lee () recommend to practitioners of a coteaching/cogenerative dialoguing model wherein coteaching by all stakeholders informs curriculum redesign. Cogenerative dialoguing occurs as “all participants contribute to the emerging understanding and theories of practice, and a checklist is elaborated to monitor these sessions so that individual voices are not silenced” (Roth & Lee, , p. 212), including the voices of the students themselves (Bondi, ). This approach has the potential to accomplish fundamental changes in how we collectively make sense of how students, especially the most vulnerable cultural communities in the United States, engage in college‐going (Gildersleeve, ).…”

Section: Using Activity Theory In Research and Practice Of Student Sumentioning

confidence: 99%

A Brief History and a Framework for Understanding Commonalities and Differences of Community College Student Success Programs

Hatch

2016

New Drctns Community Coll

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“…That engagement with cogen produced positive outcomes for participants in this study is consistent with literature and research involving cogenerative dialoguing. For example, Bondi (2013) explained that the many positive outcomes for cogenerative dialoguing suggest that this dialogic process is indeed "a powerful opportunity for improving educational practice" (p. 8). Bondi was referring here to education practice in relation to learning and teaching.…”

Section: Summary Of Findings In Relation To Cogenmentioning

confidence: 99%

Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT

Tatum¹

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Globally, collaboration in teacher-teacher aide teams is under-researched. In Australia, there is a dearth of research into teacher-teacher aide team collaboration. This is despite school reform initiatives requiring staff to work together with the understanding that collaboration has the potential to improve teaching and student learning outcomes (Conley & Cooper, 2013). This emphasises the urgency and importance for research into the collaborative teams, as well as working relationships, of teachers and teacher aides in Australian schools. The aim of this research is to contribute to understandings around collaborative practices in school settings. This study explored teacher-teacher aide team collaborative practices using cogenerative dialoguing (cogen), seeking to bring to light factors that may influence the effectiveness of collaborative practices utilising an analytical framework of Cultural-Historical Activity Theory (CHAT). Guiding this investigative study was the research question: How is collaboration practised in teacher-teacher aide teams? Supporting this question are the subquestions: In what ways do the teachers and teacher aides collaborate in their teacher-teacher aide teams? What happened to the quality and the nature of communication between teachers and teacher aides when teacher-teacher aide teams used cogenerative dialoguing? and How can CHAT be used to conceptualise the affordances and challenges of cogenerative dialoguing for understanding and explaining collaborative teacher-teacher aide teaming? A collective case study approach was chosen for this qualitative study. Supporting this approach, the research took the form of observations, semi-structured interviews that included concept drawings and team cogen sessions. Data were obtained from ten teacher-teacher aide teams. However, due to changes in work commitments and the break-up of teams at the end of the year, only four teams completed the study. This is consistent with teacher-teacher aide teamworking where the purpose and need for these teams often depend on student needs and staff availability with teams sometimes reforming during the year and often splitting up at the end of the school year to reform as different teams in the new school year. This study found that collaboration between teachers and teacher aides is not a linear process, rather, it is fluid and dynamic, cyclic in nature, occurring on an as needed basis depending on the task or activity team members needed to perform. There were no steps to true collaboration. Instead, participants' experiences of collaboration involved face-to-face encounters that moved through different elements of collaboration, such as coordination , cooperation, reflective communication and carnivalisation. Collaboration was found to begin with team members Publications during candidature No publications Publications included in the thesis No publications included Contribution by others to the thesis No contribution by others Statement of parts of the thesis submitted to qualify for the award o...

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Using Cogenerative Dialogues to Improve Teaching and Learning

Cited by 14 publications

References 1 publication

Learning through personal connections: cogenerative dialogues in synchronous virtual spaces

Learning through personal connections: cogenerative dialogues in synchronous virtual spaces

A Brief History and a Framework for Understanding Commonalities and Differences of Community College Student Success Programs

Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT

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