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Communication in the virtual classroom in higher education: languaging beyond the boundaries of time and space
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. (Teknikburna kunskapsprocesser)
Örebro Universitet.
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. Vol. 2, nr 3, s. 127-142
Emneord [en]
Language learning; Online synchronous environments; Multilingualism; Identities; Technology mediated social interaction
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-13132DOI: 10.1016/j.lcsi.2013.04.003ISI: 000340858600001OAI: oai:DiVA.org:du-13132DiVA, id: diva2:655250
Tilgjengelig fra: 2013-10-10 Laget: 2013-10-10 Sist oppdatert: 2017-12-06bibliografisk kontrollert
Inngår i avhandling
1. Languaging in virtual learning sites: studies of online encounters in the language-focused classroom
Åpne denne publikasjonen i ny fane eller vindu >>Languaging in virtual learning sites: studies of online encounters in the language-focused classroom
2015 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
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
virtual learning sites, synchronous computer mediated communication
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-20590 (URN)978-91-7529-076-8 (ISBN)
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

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