Collaborative dialogue offers rich insights into students' learning and critical thinking. This is essential for adapting pedagogical agents to students' learning and problem-solving skills in STEM+C settings. While large language models (LLMs) facilitate dynamic pedagogical interactions, potential hallucinations can undermine confidence, trust,…

In this paper we explore the impact of a series of workshops on higher education teachers' understanding and awareness of a dialogic teaching approach to support critical thinking development in an online environment. Critical thinking is a key aim of higher education learning and a dialogic teaching approach can optimise opportunities for…

The present study aimed to examine the effect of a dialogic book reading program on preschool children's perspective taking skills. In line with this aim, a dialogic book reading program was designed, and its effects were tested in a quasi-experimental study involving both pre/post and follow-up tests. The study group consisted of 42 five-year old…

Shared reading sessions utilizing dialogic reading methods have shown promise in supporting children's language development and comprehension, though variability in implementation among practitioners remains a concern. This study analyzed 33 videotaped, one-on-one dialogic reading sessions implemented by 14 Chilean preservice early childhood…

In higher education environments, there is a high probability that some learners will have lived experience of conflict, violence, terrorism, forced exile, climate-related natural disasters and other significant human rights events. Human rights education (HRE) typically engages learners with these and many other complex and emotionally…

Classroom conversations, such as those implemented through dialogic and deliberative pedagogies, can help students develop skills for democratic listening, but existent norms and power differences can limit the opportunity for students to use those conversations as a site for transformation. The co-creation of community agreements, however, can…

This study examined how sequential patterns of social regulation types including self-regulated learning (SRL), co-regulated learning (CoRL), and socially shared regulation of learning (SSRL) emerge and interact during online collaborative learning (OCL), and how these patterns relate to different levels of social loafing. Interaction in…

This article presents findings from a self-research study based primarily on verbal and written feedback from the students. The aim was to examine comprehensive academic discussion of my experiences developing Freirean dialogic teaching. A brief review of the principles of critical pedagogy and a definition of dialogic teaching according to Freire…

Given the importance of teaching and learning argumentation, across disciplines for participation in academic and civil discourse, this article examines how dialogic space is created and sustained in classrooms where argument is taught and learned and, when it is created, what affordances it brings to learning argumentation. Dialogic space is a…

This article draws on the philosophical work on dialogic rationality offered by Charles Taylor as well as qualitative studies of dialogues between politically opposed college students to argue that these conversations succeed as tools of democracy precisely because they fail as interventions. That is, the democratic strength of such dialogue is…

This paper contributes to the ongoing discourse on the rationale and purpose of religious education (RE) in Catholic schools. RE in Australian Catholic schools has always been a feature of the curriculum and the expectation is that all students take part in this. Several salient features of contemporary culture that impact on faith-based schools…

The new realities of social media, echo chambers, and partisan information sources have created social forces that challenge core assumptions about democracy. Are we in an epistemological crisis, where separate and distinct communities of inquiry limit shared understandings of truth? In this essay, I turn to the political and educational thought…

Research indicates that introducing Philosophy with Children (PwC) in schools can lead to a number of desirable benefits in terms of improving academic skills in students. However, as PwC differs from dominant forms of teaching, its introduction may be challenging. To better understand these challenges and how they can be resolved, knowledge about…

This paper addresses the challenge of integrating a dialog system with an ITS created for supporting procedural training in a 3D virtual environment. To this end, we first describe the desired features of the dialog to be provided to students in such system. Then, we explain some technical issues of our proposal such as the architecture; the…

Duoethnography is an emerging branch of autoethnography in which dialogic narratives help co-create meaning from lived experiences influenced by or reflected in larger social or cultural issues (Norris & Sawyer, 2012). This excerpt, from a larger duoethnography project, invites readers to join in a dialogue on the how, when, and who is…