“我们应该谷歌一下”:在线学生会议中知识互动的动态

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2022-04-03 DOI:10.1080/19463014.2021.2023596
M. Dooly, Vincenza Tudini
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引用次数: 6

摘要

摘要:本文采用多模态对话分析方法,探讨了八名拟成为语言教师的大学生在以技术为媒介的网络环境(Skype视频会议)中的知识互动。该分析考虑了师生在参与远程协作交流时展示他们对基于远程协作项目的语言学习的知识或理解的方式。鉴于在线教学和学习日益占主导地位,深入了解在这些环境中发生的持续学习者互动变得越来越重要,特别是考虑到互动可以被理解为知识构建的轨迹。本研究考察了学生-教师如何利用视频会议平台的不同技术特征来管理分配的任务,即完成协作考试。这些功能包括摄像头、共享链接、并行文字聊天和编辑工具。研究结果表明,师生通过技术支持的相互协调互动,有序地组织他们的知识合成和教学理解的共同构建。尽管该分析受情境约束,但强调的以任务为中心的互动与高等教育教师在各种情境下的互动有关,而不仅仅是教师教育。
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‘We should google that’: the dynamics of knowledge-in-interaction in an online student meeting
ABSTRACT This paper takes a multimodal conversation analytic approach to explore knowledge-in-interaction in a technology-mediated online environment (Skype videoconference) during a meeting between eight university students studying to become language teachers. The analysis considers the ways in which the student-teachers demonstrate their knowledge or understanding of telecollaborative project-based language learning while taking part in a telecollaborative exchange themselves. Given the growing predominance of online teaching and learning, it is increasingly relevant to have a deep understanding of the ongoing learner interaction that takes place in these environments, particularly considering that interaction can be understood as a trajectory of knowledge building. The study examines how the student-teachers make use of the different technological features of a videoconferencing platform to manage the assigned task, which is to complete a collaborative exam. These features include camera, shared links, parallel text chats and editing tools. Findings imply that the student-teachers sequentially organise their knowledge synthesis and co-construction of pedagogical understanding through technologically-supported mutually coordinated interaction. Although the analysis is contextually bound, the task-focused interaction that is highlighted is relevant to higher education teachers in a variety of contexts, apart from teacher education.
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
期刊最新文献
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