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.

摘要

本文采用多模态对话分析方法，在八名学习成为语言教师的大学生之间的一次会议期间，探索技术介导的在线环境（Skype 视频会议）中的互动知识。该分析考虑了学生-教师在自己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据主导地位，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。该研究考察了师生如何利用视频会议平台的不同技术功能来管理分配的任务，即完成协作考试。这些功能包括相机、共享链接、并行文本聊天和编辑工具。研究结果表明，学生-教师通过技术支持的相互协调的互动顺序组织他们的知识综合和教学理解的共同构建。尽管分析与上下文相关，但强调的以任务为中心的互动与除教师教育外的各种上下文中的高等教育教师相关。并行文本聊天和编辑工具。研究结果表明，学生-教师通过技术支持的相互协调的互动顺序组织他们的知识综合和教学理解的共同构建。尽管分析与上下文相关，但强调的以任务为中心的互动与除教师教育外的各种上下文中的高等教育教师相关。并行文本聊天和编辑工具。研究结果表明，学生-教师通过技术支持的相互协调的互动，依次组织他们的知识综合和教学理解的共同构建。尽管分析与上下文相关，但强调的以任务为中心的互动与除教师教育外的各种上下文中的高等教育教师相关。