An Experiment in the Measurement of Social Interaction in Group Discussion
Bibliographic Data
| ID | 7257643 |
|---|---|
| Authors | Delbert C Miller (corresponding author) |
| Year | 1939 |
| Volume | 4 |
| Issue | 3 |
| Pages | 341-341 |
| Publication date | 1939-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Sociological Review (JOURNAL) |
| Journal identifiers | ISSN: 0003-1224 • E-ISSN: 1939-8271 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2307/2084921 |
| OpenAlex | W2328642128 |
| Language | EN |
| Citations received | 4 |
T nHE PROBLEM undertaken in this study grew out of questions related to learning in group situations. (i) To what extent is discussion successful in promoting thinking among students? (2) What are the factors that make a discussion successful? (3) Is it possible to gather quantitative data which will lend insight into the functioning of interaction in discussion Others have asked and sought answers to these questions. Research at the elementary and high school level has been carried on by Wrightstone, Helseth, Kelty, Pistor, Power, et. al.1 At the college level we have the published papers of Bane, Gerberich and Warner, Scheidermann, Smeltzer, Spence, et. al.2 The question most often asked at the college level is, Which is more efficient, lecture or discussion ? In setting up such studies, an experimental group is compared with a control group, selected factors are held constant, and only the teaching method is allowed to vary. The effectiveness of the teaching method is usually evaluated in terms of the achievements of students as shown by an objective examination. Note that in arriving at conclusions, such research limits the investigator to deductions made from end-products only; what goes on in the day-by-day learning is not examined. This is of too great importance to be neglected. All too often the college teacher is not equally capable as a lecturer and as a discussion leader, yet much of the published research makes this assumption. Even if two teachers are employed, one with the discussion group, and the other with a lecture group, the assumption is made that the teaching is compa
Group (periodic table · Group dynamic · Chemistry · Communication in Education and Healthcare · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Social Psychology
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,05 |
| Citation span | 1941 - 1959 (19) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |