This article describes the results of a study that investigated the effect of features of talk that appear to foster higher levels of interaction, within the scope of a larger study (Davies and Meissel in Br Educ Res J 42:342–365, 2016). Students were recruited from seven classrooms across three secondary schools of varying socioeconomic levels within the Auckland region in New Zealand, with four of the classrooms engaging in face-to-face and online discussion in small groups and the other three participating as whole classes. Results indicated a significant increase in the proportion of uptake questions used by students working in small groups for face-to-face group discussions. When placed in online groups (the same groups as the face-to-face groups), uptake questions increased. Classes who worked as a whole class online used significantly more elaborated explanations but, consequently, fewer interactions—less than half as many as the small groups. The results suggest that students using uptake questions fostered higher levels of interactions in both conditions.

中文翻译：

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中学生使用对话式讨论练习来促进更多的互动

本文描述了一项研究的结果，该研究调查了在更大研究范围内似乎促进更高水平互动的谈话特征的影响（Davies 和 Meissel，Br Educ Res J 42:342–365, 2016）。学生是从新西兰奥克兰地区三所不同社会经济水平的中学的七间教室中招募的，其中四间教室以小组形式进行面对面和在线讨论，另外三间教室则以全班形式参与。结果表明，以小组形式进行面对面小组讨论的学生使用的问题比例显着增加。当置于在线小组（与面对面小组相同的小组）中时，接受问题增加了。全班在网上工作的班级使用了更加详尽的解释，但因此互动较少——不到小组人数的一半。结果表明，在这两种情况下，使用吸收问题的学生都能促进更高水平的互动。