In the meeting, coordination was the most common type of interaction and communication the rarest, indicating reconceptualizing the script was very challenging¶
Claim · All claims
Evidence · 1 study · qualitativer?·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Coordination comprised 227 turns, cooperation 105, pseudo-cooperation 47, and communication only 10 turns of the meeting. → Rantavuori 2016
Evidence¶
Rantavuori 2016¶
Rantavuori, J., Engeström, Y., & Lipponen, L. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research. http://dx.doi.org/10.14786/flr.v4i3.174
q2 · i? · the article prints no effect size for this finding · qualitative · r?
Interaction-type analysis of the meeting (Table 6, 15 phases over 389 coded turns). The article reports "the most common type of interaction was coordination, comprising 227 turns of talk", with communication occurring "only in 10 turns"; all three main types plus three phases of pseudo-cooperation were identified.
"the most common type of interaction was coordination, comprising 227 turns of talk. 105 turns represented cooperation, and 47 turns pseudo-cooperation. Communication occurred only in 10 turns"
Discussion¶
Related Claims¶
- Communication, cooperation, and coordination were the most critical factors in successful CLASP programming — related
- Expansive learning moved epistemically from questioning to analysis, modeling and implementation while interactionally moving from coordination to cooperation and communication, but with no mechanical correspondence between specific actions and interaction types — related
- Transitions and disturbances were crucial for the dynamics of expansive learning in the meeting — related
- Macro scripts disturb a team's natural convergence and increase required interaction intensity — related
- A single meeting of self-regulating pre-service teachers contained an almost complete expansive mini-cycle of learning actions, with all expansive actions except consolidating the new practice — related
- Expansive learning actions in the meeting followed by and large the theory-predicted order, forming a mini-cycle of two main parts with iterations — related
- Object formation in the meeting was iterative and non-linear: the proposed germ cell of 'making a choice' was encapsulated, not elaborated and expanded — related
- Most teacher–student regulation combinations produce friction rather than congruence, with constructive and destructive forms — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
coordination-dominates-communication-rare |
title |
In the meeting, coordination was the most common type of interaction and communication the rarest, indicating reconceptualizing the script was very challenging |
description |
In the meeting, coordination was the most common type of interaction and communication the rarest, indicating reconceptualizing the script was very challenging |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
recheck_by |
2019 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rantavuori-2016 |
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