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Understanding glocal learning spaces: an empirical study of languaging and transmigrant positions in the virtual classroom
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. (Teknikburna kunskapsprocesser)
School of Humanities, Education and Social Science, Örebro University, Sweden.
2014 (Engelska)Ingår i: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 39, nr 4, s. 468-487Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2014. Vol. 39, nr 4, s. 468-487
Nyckelord [en]
language learning; glocal communities; online synchronous environments; transmodality; translanguaging; higher education
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-14686DOI: 10.1080/17439884.2014.931868ISI: 000343908000005OAI: oai:DiVA.org:du-14686DiVA, id: diva2:735205
Tillgänglig från: 2014-07-24 Skapad: 2014-07-24 Senast uppdaterad: 2017-12-05Bibliografiskt granskad
Ingår i avhandling
1. Languaging in virtual learning sites: studies of online encounters in the language-focused classroom
Öppna denna publikation i ny flik eller fönster >>Languaging in virtual learning sites: studies of online encounters in the language-focused classroom
2015 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Örebro: Örebro university, 2015. s. 146
Serie
Örebro Studies in Education, ISSN 1404-9570 ; 49
Nyckelord
virtual learning sites, synchronous computer mediated communication
Nationell ämneskategori
Pedagogik
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-20590 (URN)978-91-7529-076-8 (ISBN)
Disputation
2015-09-21, FÖ6, Dalarna University, Falun, 13:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2016-01-04 Skapad: 2016-01-04 Senast uppdaterad: 2016-01-04Bibliografiskt granskad

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