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Languaging in virtual learning sites: studies of online encounters in the language-focused classroom
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Örebro universitet.
2015 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Resurstyp
Text
Abstract [en]

This thesis focuses upon a series of empirical studies which examine communication and learning in online glocal communities within higher education in Sweden. A recurring theme in the theoretical framework deals with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings; analyzing the activity, what people do, in contraposition to the study of how people talk about their activity. The studies arise from netnographic work during two online Italian for Beginners courses offered by a Swedish university. Microanalyses of the interactions occurring through multimodal video-conferencing software are amplified by the study of the courses’ organisation of space and time and have allowed for the identification of communicative strategies and interactional patterns in virtual learning sites when participants communicate in a language variety with which they have a limited experience.

The findings from the four studies included in the thesis indicate that students who are part of institutional virtual higher educational settings make use of several resources in order to perform their identity positions inside the group as a way to enrich and nurture the process of communication and learning in this online glocal community. The sociocultural dialogical analyses also shed light on the ways in which participants gathering in discursive technological spaces benefit from the opportunity to go to class without commuting to the physical building of the institution providing the course. This identity position is, thus, both experienced by participants in interaction, and also afforded by the ‘spaceless’ nature of the online environment.

sted, utgiver, år, opplag, sider
Örebro: Örebro university , 2015. , s. 146
Serie
Örebro Studies in Education, ISSN 1404-9570 ; 49
Emneord [en]
virtual learning sites, synchronous computer mediated communication
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-20590ISBN: 978-91-7529-076-8 (tryckt)OAI: oai:DiVA.org:du-20590DiVA, id: diva2:890541
Disputas
2015-09-21, FÖ6, Dalarna University, Falun, 13:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2016-01-04 Laget: 2016-01-04 Sist oppdatert: 2016-01-04bibliografisk kontrollert
Delarbeid
1. Communication in the virtual classroom in higher education: languaging beyond the boundaries of time and space
Åpne denne publikasjonen i ny fane eller vindu >>Communication in the virtual classroom in higher education: languaging beyond the boundaries of time and space
2013 (engelsk)Inngår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 2, nr 3, s. 127-142Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The empirical study presented here focuses upon naturalistic social interaction in online synchronous communities within higher education. Our interests here relate to accounting for the communicative strategies employed by participants who are dealing with a common task, and how these specific tasks are negotiated within the constraints and opportunities accorded in the multimodal multilingual virtual setting. Taking sociocultural theoretical points of departure, we focus on students' languaging and use of tools when they have access to a range of resources inside the online videoconferencing program. The study is based upon screen recordings of both student-only and teacher-lead meetings during one semester in the online course Italian for beginners offered by a Swedish university. The analysis is two-fold: we provide an overview of the interactional patterns at the general lesson level in the data complemented by a micro-interactional analysis of selected slices of everyday life from two meetings. Our findings indicate that students make use of several resources that dialectically shape how they get positioned within the virtual community culture. These identification processes function as ways of enriching and nurturing learning, both of appropriating the target language, as well as enabling ways of being in multimodal, multilingual communities of practices.

sted, utgiver, år, opplag, sider
Elsevier, 2013
Emneord
Language learning; Online synchronous environments; Multilingualism; Identities; Technology mediated social interaction
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-13132 (URN)10.1016/j.lcsi.2013.04.003 (DOI)000340858600001 ()
Tilgjengelig fra: 2013-10-10 Laget: 2013-10-10 Sist oppdatert: 2017-12-06bibliografisk kontrollert
2. Understanding glocal learning spaces: an empirical study of languaging and transmigrant positions in the virtual classroom
Åpne denne publikasjonen i ny fane eller vindu >>Understanding glocal learning spaces: an empirical study of languaging and transmigrant positions in the virtual classroom
2014 (engelsk)Inngår i: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 39, nr 4, s. 468-487Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The use of digital tools like computers and tablets in institutional learning arenas give rise to forms of flexibility where time and space boundaries become diffuse. Online learning sites are understood as being crucial today, especially in large parts of the Global North, where anyone anywhere potentially can become a student and have access to educational opportunities.

This study focuses on the analysis of recorded sessions, part of an ‘Italian for(adult) beginners’ online course. Our interests relate to accounting for how students negotiate different language varieties, including modalities, and how communication in virtual learning settings enables both flexible participation trajectories and identity positions in and across the boundaries of time and space. The sociocultural and dialogical analyses here are framed in terms of fluidity of ‘glocal’ positions and (trans)languaging that emerge in and across time and space in Technology Mediated Communication. Our findings suggest that online environments support meaning-making where it is possible to identify alternative ways of (co)constructing and mediating learning. Such hybridity as well as the performative character of learning and identity display have important implications for online glocal communities.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2014
Emneord
language learning; glocal communities; online synchronous environments; transmodality; translanguaging; higher education
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-14686 (URN)10.1080/17439884.2014.931868 (DOI)000343908000005 ()
Tilgjengelig fra: 2014-07-24 Laget: 2014-07-24 Sist oppdatert: 2017-12-05bibliografisk kontrollert
3. Mapping languaging in digital spaces: literacy practices at borderlands
Åpne denne publikasjonen i ny fane eller vindu >>Mapping languaging in digital spaces: literacy practices at borderlands
2016 (engelsk)Inngår i: Language Learning & Technology, ISSN 1094-3501, E-ISSN 1094-3501, Vol. 20, nr 3, s. 80-106Artikkel i tidsskrift (Fagfellevurdert) Published
HSV kategori
Identifikatorer
urn:nbn:se:du-20591 (URN)
Prosjekter
CINLE
Tilgjengelig fra: 2015-01-15 Laget: 2016-01-04 Sist oppdatert: 2017-07-12bibliografisk kontrollert
4. Learning analytics to visually represent the mobility of learners in the language-focused virtual classroom: a multivocal approach
Åpne denne publikasjonen i ny fane eller vindu >>Learning analytics to visually represent the mobility of learners in the language-focused virtual classroom: a multivocal approach
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
Emneord
technology-mediated communication, videoconferencing, virtual learning sites, social learning analytics, critical moments, dialogue, (im)mobilities, ethnography, multivocal analysis
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-20592 (URN)
Tilgjengelig fra: 2015-08-14 Laget: 2016-01-04 Sist oppdatert: 2016-01-04bibliografisk kontrollert

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