Pub Date : 2025-10-21DOI: 10.1016/j.lcsi.2025.100946
Anna Sfard
This paper explores some of the long-term effects of the four-decades-old controversies that stirred the sciences of learning in the aftermath of what is known today as situativity research. Two metaphors for learning around which these controversies evolved, known, respectively, as the metaphors of acquisition and of participation, are revisited. It is argued that while both these tropes are productive, the metaphor of participation has been helpful in addressing some quandaries that, as long as learning was conceptualized in acquisitionist terms, escaped resolution. Using the constructs of routine and practice as units of analysis, participationism combines biological and environmental considerations, offering a solution to the quandary of situatedness. This approach highlights the interplay between stories and machines as the key to the puzzle of our human uniqueness. By portraying our recursive verbal communication as the hitherto underestimated primary player, it accounts for the human ability to complexify their practices indefinitely, and to do it in timescales much shorter than in any other species.
{"title":"Two metaphors for learning revisited: What did the participation metaphor do for us in the last four decades?","authors":"Anna Sfard","doi":"10.1016/j.lcsi.2025.100946","DOIUrl":"10.1016/j.lcsi.2025.100946","url":null,"abstract":"<div><div>This paper explores some of the long-term effects of the four-decades-old controversies that stirred the sciences of learning in the aftermath of what is known today as <em>situativity</em> research. Two metaphors for learning around which these controversies evolved, known, respectively, as the metaphors of <em>acquisition</em> and of <em>participation</em>, are revisited. It is argued that while both these tropes are productive, the metaphor of participation has been helpful in addressing some quandaries that, as long as learning was conceptualized in acquisitionist terms, escaped resolution. Using the constructs of <em>routine</em> and <em>practice</em> as units of analysis, participationism combines biological and environmental considerations, offering a solution to the quandary of situatedness. This approach highlights the interplay between stories and machines as the key to the puzzle of our human uniqueness. By portraying our recursive verbal communication as the hitherto underestimated primary player, it accounts for the human ability to complexify their practices indefinitely, and to do it in timescales much shorter than in any other species.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100946"},"PeriodicalIF":1.8,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-06DOI: 10.1016/j.lcsi.2025.100947
Satu-Maarit Korte , Minna Körkkö , Line Reichelt Føreland
Computational thinking (CT) is one of the core components of 21st-century capabilities. By linking logical and mathematical thinking with computer science, CT develops problem-solving skills for today's digital world. Hence, competence in CT is significant for students in all fields of higher education to improve their future working lives. Earlier studies suggest that collaborative programming robots and games can especially enhance CT acquisition. However, research on CT in the humanities is still scarce. Therefore, this study investigates the CT development of university students majoring in humanities fields during a pilot elective introductory CT course with collaborative activities involving Bee-Bots, Lego Mindstorms EV3 and Microsoft's Minecraft Education. Working in pairs, 12 participants wrote reflective diaries after each lecture and during their game-making assignments, which were later assessed to validate the effects of interactive programming and collaborative reflection using thematic content analysis. The findings confirm the positive influence of collaborative robotics, programming activities and reflective writing. This research adds to the growing knowledge on teaching CT and also holds practical value for curriculum developers, teacher educators and classroom teachers, who can apply these findings to create curricula and classroom activities that emphasise a wide range of CT skills, extending beyond just programming.
{"title":"Developing computational thinking skills in higher education through peer reflection on robotics and programming exercises with Bee-Bots, Lego Mindstorms EV3 and Minecraft Education","authors":"Satu-Maarit Korte , Minna Körkkö , Line Reichelt Føreland","doi":"10.1016/j.lcsi.2025.100947","DOIUrl":"10.1016/j.lcsi.2025.100947","url":null,"abstract":"<div><div>Computational thinking (CT) is one of the core components of 21st-century capabilities. By linking logical and mathematical thinking with computer science, CT develops problem-solving skills for today's digital world. Hence, competence in CT is significant for students in all fields of higher education to improve their future working lives. Earlier studies suggest that collaborative programming robots and games can especially enhance CT acquisition. However, research on CT in the humanities is still scarce. Therefore, this study investigates the CT development of university students majoring in humanities fields during a pilot elective introductory CT course with collaborative activities involving Bee-Bots, Lego Mindstorms EV3 and Microsoft's <em>Minecraft Education</em>. Working in pairs, 12 participants wrote reflective diaries after each lecture and during their game-making assignments, which were later assessed to validate the effects of interactive programming and collaborative reflection using thematic content analysis. The findings confirm the positive influence of collaborative robotics, programming activities and reflective writing. This research adds to the growing knowledge on teaching CT and also holds practical value for curriculum developers, teacher educators and classroom teachers, who can apply these findings to create curricula and classroom activities that emphasise a wide range of CT skills, extending beyond just programming.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100947"},"PeriodicalIF":1.8,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145227857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-16DOI: 10.1016/j.lcsi.2025.100935
Fatma Badem
The recent COVID-19 pandemic has prompted the integration of numerous digital teaching tools into educational practices conducted on various videoconferencing platforms with geographically dispersed learners. In video-mediated interactional settings characterized by interactional asymmetry and limited visibility of non-verbal cues (e.g., gestures, gaze, or body language), embodiment is notably one of the most affected interactional elements by the local configurations of interactional context. This restricted access to participants' embodied actions due to fractured video-frames poses challenges in maintaining intersubjectivity in video-mediated instructional activities. However, despite playing an essential role in repair, multimodal practices addressing interactional breakdowns have remained largely unexplored in online classrooms. Adopting a multimodal conversation analytic approach to the examination of 67 h of screen-recorded video-mediated English as a Foreign Language (EFL) classroom interaction, this study explores the deployment of multimodal repair initiation practices to maintain the progressivity of interaction and pedagogy. The findings show that by initiating repair through both embodied and screen-based actions to address the students' dispreferred responses, the teacher promotes self-repair and builds interactional space for the students. Revealing how self-repair -a preferred practice in most L2 pedagogical settings- can be transferable to fully online, video-mediated classroom environments, this study brings new insights into language teaching practices in such educational settings.
{"title":"Multimodal repair initiations in video-mediated EFL classroom interactions: Focus on screen-based and embodied actions","authors":"Fatma Badem","doi":"10.1016/j.lcsi.2025.100935","DOIUrl":"10.1016/j.lcsi.2025.100935","url":null,"abstract":"<div><div>The recent COVID-19 pandemic has prompted the integration of numerous digital teaching tools into educational practices conducted on various videoconferencing platforms with geographically dispersed learners. In video-mediated interactional settings characterized by interactional asymmetry and limited visibility of non-verbal cues (e.g., gestures, gaze, or body language), embodiment is notably one of the most affected interactional elements by the local configurations of interactional context. This restricted access to participants' embodied actions due to fractured video-frames poses challenges in maintaining intersubjectivity in video-mediated instructional activities. However, despite playing an essential role in repair, multimodal practices addressing interactional breakdowns have remained largely unexplored in online classrooms. Adopting a multimodal conversation analytic approach to the examination of 67 h of screen-recorded video-mediated English as a Foreign Language (EFL) classroom interaction, this study explores the deployment of multimodal repair initiation practices to maintain the progressivity of interaction and pedagogy. The findings show that by initiating repair through both embodied and screen-based actions to address the students' dispreferred responses, the teacher promotes self-repair and builds interactional space for the students. Revealing how self-repair -a preferred practice in most L2 pedagogical settings- can be transferable to fully online, video-mediated classroom environments, this study brings new insights into language teaching practices in such educational settings.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100935"},"PeriodicalIF":1.8,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-09DOI: 10.1016/j.lcsi.2025.100945
Nuntapat Supunya , Supong Tangkiengsirisin
The co-construction of intersubjectivity during disciplinary knowledge exchange among multilingual students in English-medium-instruction (EMI) programmes is intricate, expanding beyond language use to involve a range of multimodal resources employed during interactions. Such practice underpins the concept of interactional competence (IC). Despite the proliferation of IC studies advanced by conversation analysis (CA), the crystallisation of what constitutes this dynamic construct remains, necessitating methodological triangulation and a need for data-driven inquiries into its components. Central to this study was the exploration of EMI students' IC mediated through their use of resources-at-talk to co-construct intersubjectivity for knowledge acquisition during learning at a Thai university. A multimodal conversation analysis (MCA) was employed to analyse five video-recorded interactions across three months, complemented by an interpretative phenomenological analysis (IPA) of four subsequent stimulated recall interviews. Using purposive sampling, six EMI students (M = 4, F = 2) agreed to participate in this project. The inductive analyses revealed that EMI students' IC were mediated through eight interactional resources used – social actions, interactional mechanisms, linguistic knowledge, non-linguistic resources, pragmalinguistics, sociopragmatics, content knowledge, and psychological components. The analyses highlight a meaningful finding that IC appears to be psychology-driven, as evident in its influence on interlocutors' engagement, participation, and subsequent deployment of other resources. Understanding the knowledge co-construction process in EMI-student interaction brings pedagogical benefits to pre-EMI programmes, assisting them with EMI learning and real-world interactional success.
在英语教学（EMI）课程中，多语言学生之间的学科知识交流过程中，主体间性的共同构建是复杂的，它超越了语言的使用，涉及到互动过程中使用的一系列多模态资源。这种实践是互动能力（IC）概念的基础。尽管对话分析（CA）推动了IC研究的发展，但构成这种动态结构的具体内容仍然存在，这就需要方法学上的三角测量和对其组成部分的数据驱动调查。本研究的核心是探索EMI学生在泰国大学学习期间通过使用谈话资源来共同构建主体间性知识获取的IC。采用多模态对话分析（MCA）分析了三个月内的五次视频互动，并辅以随后四次刺激回忆访谈的解释性现象学分析（IPA）。通过有目的的抽样，六名EMI学生（M = 4, F = 2）同意参加这个项目。通过归纳分析发现，EMI学生的智能是通过社会行为、互动机制、语言知识、非语言资源、语用语言学、社会语用学、内容知识和心理成分这八种互动资源来调节的。分析强调了一个有意义的发现，即IC似乎是由心理驱动的，这一点从它对对话者的参与、参与以及随后对其他资源的部署的影响中可以明显看出。理解EMI与学生互动中的知识共同构建过程，可以为EMI预科课程带来教学上的好处，帮助他们学习EMI并在现实世界中取得成功。
{"title":"Exploring interactional competence of English-medium-instruction students: A multimodal conversation and interpretative phenomenological analysis","authors":"Nuntapat Supunya , Supong Tangkiengsirisin","doi":"10.1016/j.lcsi.2025.100945","DOIUrl":"10.1016/j.lcsi.2025.100945","url":null,"abstract":"<div><div>The co-construction of intersubjectivity during disciplinary knowledge exchange among multilingual students in English-medium-instruction (EMI) programmes is intricate, expanding beyond language use to involve a range of multimodal resources employed during interactions. Such practice underpins the concept of <em>interactional competence</em> (IC). Despite the proliferation of IC studies advanced by conversation analysis (CA), the crystallisation of what constitutes this dynamic construct remains, necessitating methodological triangulation and a need for data-driven inquiries into its components. Central to this study was the exploration of EMI students' IC mediated through their use of resources-<em>at-talk</em> to co-construct intersubjectivity for knowledge acquisition during learning at a Thai university. A multimodal conversation analysis (MCA) was employed to analyse five video-recorded interactions across three months, complemented by an interpretative phenomenological analysis (IPA) of four subsequent stimulated recall interviews. Using purposive sampling, six EMI students (<em>M</em> = 4, <em>F</em> = 2) agreed to participate in this project. The inductive analyses revealed that EMI students' IC were mediated through eight interactional resources used – social actions, interactional mechanisms, linguistic knowledge, non-linguistic resources, pragmalinguistics, sociopragmatics, content knowledge, and psychological components. The analyses highlight a meaningful finding that IC appears to be psychology-driven, as evident in its influence on interlocutors' engagement, participation, and subsequent deployment of other resources. Understanding the knowledge co-construction process in EMI-student interaction brings pedagogical benefits to pre-EMI programmes, assisting them with EMI learning and real-world interactional success.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100945"},"PeriodicalIF":1.8,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-08DOI: 10.1016/j.lcsi.2025.100944
Irene Vänninen , Marco Antonio Pereira Querol
Addressing complex societal challenges needs the formation of new concepts. This process is inherently collective, historical and culturally mediated. Despite the importance of concept formation, the dynamics and use of artifacts at different levels of abstraction during concept formation interventions remain poorly understood. This paper analyses the collective dynamics and content of learning moves within a Change Laboratory intervention conducted with a heterogeneous stakeholder group in the Plant Health Risk Management Network, focusing on temporal dynamics and use of instruments in concept formation. Our findings show that concept formation involves the interplay of spatial and temporal elements within the activity system. The analysis of learning moves from our intervention shows an oscillatory movement between past, present and future, with an emphasis on the present and future. Furthermore, the intervention showed a balanced use of tools, although models and visions were prevalent. The learning trajectory observed within the intervention differed from previous studies, suggesting that each intervention follows a unique path shaped by the social and historical context of the participants and the approach of the interventionist. This study provides new analytical tools for depicting the dynamics in formative interventions, contributing to a deeper understanding of concept formation processes.
{"title":"Lessons from a change laboratory in plant health risk management: The dynamics of concept formation","authors":"Irene Vänninen , Marco Antonio Pereira Querol","doi":"10.1016/j.lcsi.2025.100944","DOIUrl":"10.1016/j.lcsi.2025.100944","url":null,"abstract":"<div><div>Addressing complex societal challenges needs the formation of new concepts. This process is inherently collective, historical and culturally mediated. Despite the importance of concept formation, the dynamics and use of artifacts at different levels of abstraction during concept formation interventions remain poorly understood. This paper analyses the collective dynamics and content of learning moves within a Change Laboratory intervention conducted with a heterogeneous stakeholder group in the Plant Health Risk Management Network, focusing on temporal dynamics and use of instruments in concept formation. Our findings show that concept formation involves the interplay of spatial and temporal elements within the activity system. The analysis of learning moves from our intervention shows an oscillatory movement between past, present and future, with an emphasis on the present and future. Furthermore, the intervention showed a balanced use of tools, although models and visions were prevalent. The learning trajectory observed within the intervention differed from previous studies, suggesting that each intervention follows a unique path shaped by the social and historical context of the participants and the approach of the interventionist. This study provides new analytical tools for depicting the dynamics in formative interventions, contributing to a deeper understanding of concept formation processes.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100944"},"PeriodicalIF":1.8,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-08DOI: 10.1016/j.lcsi.2025.100941
Jenny Gudmundsen
The study zooms in on video-mediated smartphone showings in a collaborative online learning activity. In these showings, a participant brings their smartphone to the webcam, and graphic-linguistic features of the display are developed into a joint focus of attention in a digital language café. Drawing on multimodal Conversation Analysis (CA), the study illustrates how one L1 user and one L2 user of Norwegian turn the activity of talking about a podcast show into a stepwise learning activity in which their smartphones become the focal objects in the interaction. The findings demonstrate that video-mediated smartphone showings constitute a complex, multimodal and highly collaborative practice. It provides opportunities for various social actions in the service of promoting both smartphone engagement and interactive engagement. Moreover, the article discusses how this ostensive practice facilitates learning. The study provides new and empirical insights into how participants use smartphones in learning activities in video-mediated interaction.
{"title":"Showing smartphones in a collaborative learning activity in video-mediated L2 interaction","authors":"Jenny Gudmundsen","doi":"10.1016/j.lcsi.2025.100941","DOIUrl":"10.1016/j.lcsi.2025.100941","url":null,"abstract":"<div><div>The study zooms in on video-mediated smartphone showings in a collaborative online learning activity. In these showings, a participant brings their smartphone to the webcam, and graphic-linguistic features of the display are developed into a joint focus of attention in a digital language café. Drawing on multimodal Conversation Analysis (CA), the study illustrates how one L1 user and one L2 user of Norwegian turn the activity of talking about a podcast show into a stepwise learning activity in which their smartphones become the focal objects in the interaction. The findings demonstrate that video-mediated smartphone showings constitute a complex, multimodal and highly collaborative practice. It provides opportunities for various social actions in the service of promoting both smartphone engagement and interactive engagement. Moreover, the article discusses how this ostensive practice facilitates learning. The study provides new and empirical insights into how participants use smartphones in learning activities in video-mediated interaction.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100941"},"PeriodicalIF":1.8,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-03DOI: 10.1016/j.lcsi.2025.100942
Tuire Oittinen , Pentti Haddington
This study investigates practices by which instructors guide and support learners' small-group activities in video-mediated environments. Drawing on data from screen-recordings of sessions in crisis management training and using conversation analysis (CA), our aim is to unravel the sequential and temporal organization of moments when an instructor who has turned off their camera and microphone enters the conversation (i.e., produces an ‘entry’) and thereby displays engagement in the ongoing activity. The analysis shows how the entries are prompted by the learners' actions and established via the instructor's utilization of verbal (i.e., spoken and written), embodied and screen-based resources. Furthermore, we illustrate how instructor entries may have diverse functions in the overall pedagogical activity. They can be produced to 1) support and affiliate with the learners' discussion, 2) guide them in their work, or 3) correct some aspect of the pedagogical activity. The study shows how instructors can use different affordances of video-mediated environments to produce an entry into the learners' ongoing conversation and support task accomplishment.
{"title":"From observation to entries into the conversation: Instructors' practices for displaying engagement in learners' small-group activities in a video-mediated crisis management course","authors":"Tuire Oittinen , Pentti Haddington","doi":"10.1016/j.lcsi.2025.100942","DOIUrl":"10.1016/j.lcsi.2025.100942","url":null,"abstract":"<div><div>This study investigates practices by which instructors guide and support learners' small-group activities in video-mediated environments. Drawing on data from screen-recordings of sessions in crisis management training and using conversation analysis (CA), our aim is to unravel the sequential and temporal organization of moments when an instructor who has turned off their camera and microphone enters the conversation (i.e., produces an ‘entry’) and thereby displays engagement in the ongoing activity. The analysis shows how the entries are prompted by the learners' actions and established via the instructor's utilization of verbal (i.e., spoken and written), embodied and screen-based resources. Furthermore, we illustrate how instructor entries may have diverse functions in the overall pedagogical activity. They can be produced to 1) support and affiliate with the learners' discussion, 2) guide them in their work, or 3) correct some aspect of the pedagogical activity. The study shows how instructors can use different affordances of video-mediated environments to produce an entry into the learners' ongoing conversation and support task accomplishment.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100942"},"PeriodicalIF":1.8,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-03DOI: 10.1016/j.lcsi.2025.100940
Minttu Vänttinen
This single case analysis investigates how a geographically distributed dyad of pupils construct a shared interactional space during one of their first hybrid lessons, despite the constraints of the technological configuration, where the classroom and remote participants have no visual access to each other. The data come from a lesson in basic education during COVID-19, with participants both in a physical classroom and on a videoconferencing platform. The remote pupils only have aural access to (some) classroom interactions and visual access to materials shared by the teacher via videoconferencing and cannot be seen by the classroom participants. Drawing on multimodal conversation analysis, the study illustrates how a classroom pupil and a remote participant construct a hybrid interactional space despite the limited access to each other's embodied cues. This interactional accomplishment also draws the teacher's attention to the remote participants. The analysis demonstrates the asymmetric possibilities to participate in hybrid classrooms and highlights interactional spaces in these contexts as multimodal accomplishments. Furthermore, it reveals pupils' potential role in engaging remote participants. By focusing on the affordances and challenges for engagement in a hybrid classroom, the study offers timely insights into participation in changing educational environments.
{"title":"Constructing interactional space across distant locations in a hybrid classroom","authors":"Minttu Vänttinen","doi":"10.1016/j.lcsi.2025.100940","DOIUrl":"10.1016/j.lcsi.2025.100940","url":null,"abstract":"<div><div>This single case analysis investigates how a geographically distributed dyad of pupils construct a shared interactional space during one of their first hybrid lessons, despite the constraints of the technological configuration, where the classroom and remote participants have no visual access to each other. The data come from a lesson in basic education during COVID-19, with participants both in a physical classroom and on a videoconferencing platform. The remote pupils only have aural access to (some) classroom interactions and visual access to materials shared by the teacher via videoconferencing and cannot be seen by the classroom participants. Drawing on multimodal conversation analysis, the study illustrates how a classroom pupil and a remote participant construct a hybrid interactional space despite the limited access to each other's embodied cues. This interactional accomplishment also draws the teacher's attention to the remote participants. The analysis demonstrates the asymmetric possibilities to participate in hybrid classrooms and highlights interactional spaces in these contexts as multimodal accomplishments. Furthermore, it reveals pupils' potential role in engaging remote participants. By focusing on the affordances and challenges for engagement in a hybrid classroom, the study offers timely insights into participation in changing educational environments.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100940"},"PeriodicalIF":1.8,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-03DOI: 10.1016/j.lcsi.2025.100943
Sigrid Ernstsen , Anniken Furberg , Hans Christian Arnseth
Reflecting an international policy trend, several countries have incorporated life skills education (LSE) into their school curricula. While education has always transcended mere subject mastery, embedding life skills prompts schools to engage more closely with students' personal lives and experiences. The implications, and the opportunities and challenges that follow, remain relatively underexplored. Adopting a sociocultural and dialogic approach, this study examines students' collaborative meaning-making processes where their personal experiences intersect with more conventional theoretical knowledge resources. The empirical context is an LSE project where lower secondary school students engaged with the topic ‘youth, identity and belonging’. Microanalyses of student interaction reveal that personal experiences became important mediational means in the sense of enabling students to collectively explore and invoke a variety of perspectives, while simultaneously fostering engagement and peer support. Although theoretical resources introduced students to ‘authorised’ conceptualisations, personal experiences and theoretical knowledge remained disjointed rather than integrated. The findings underscore the significance of building on students' personal experiences within LSE, while also revealing challenges in integrating personal experiences with theoretical knowledge—an integral component for students' development of conceptual understanding. Thus, this study contributes insights that support LSE facilitation, or other educational settings where personal experiences take centre stage.
{"title":"Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge","authors":"Sigrid Ernstsen , Anniken Furberg , Hans Christian Arnseth","doi":"10.1016/j.lcsi.2025.100943","DOIUrl":"10.1016/j.lcsi.2025.100943","url":null,"abstract":"<div><div>Reflecting an international policy trend, several countries have incorporated life skills education (LSE) into their school curricula. While education has always transcended mere subject mastery, embedding life skills prompts schools to engage more closely with students' personal lives and experiences. The implications, and the opportunities and challenges that follow, remain relatively underexplored. Adopting a sociocultural and dialogic approach, this study examines students' collaborative meaning-making processes where their personal experiences intersect with more conventional theoretical knowledge resources. The empirical context is an LSE project where lower secondary school students engaged with the topic ‘youth, identity and belonging’. Microanalyses of student interaction reveal that personal experiences became important mediational means in the sense of enabling students to collectively explore and invoke a variety of perspectives, while simultaneously fostering engagement and peer support. Although theoretical resources introduced students to ‘authorised’ conceptualisations, personal experiences and theoretical knowledge remained disjointed rather than integrated. The findings underscore the significance of building on students' personal experiences within LSE, while also revealing challenges in integrating personal experiences with theoretical knowledge—an integral component for students' development of conceptual understanding. Thus, this study contributes insights that support LSE facilitation, or other educational settings where personal experiences take centre stage.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100943"},"PeriodicalIF":1.8,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-02DOI: 10.1016/j.lcsi.2025.100936
Fulya Çolak , Ufuk Balaman
This study investigates mutual pedagogical decision making among transnational groups of pre-service teachers (from Austria and Türkiye) involved in finalizing the design of telecollaborative tasks after receiving multimodal feedback from different teacher educators. Within the scope of a Virtual Exchange project, while the teacher educator from the Turkish university conducted a large-group, whole-class, video-mediated meeting offering feedback, the teacher educator from the Austrian university preferred delivering written feedback. Examining the screen-recordings of pre-service teachers' video-mediated meetings and the diverse feedback sources, we found that the divergent feedback trajectories provide opportunities for pedagogical design-related decision making and meaning negotiation for pre-service teachers. The findings also show the synergies between the multilayered frameworks of participation and engagement in situ and bring new insights into the interactional management of video-mediated learning environments.
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