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Learning analytics to visually represent the mobility of learners in the language-focused virtual classroom: a multivocal approach
Dalarna University.
(English)Manuscript (preprint) (Other academic)
Keyword [en]
technology-mediated communication, videoconferencing, virtual learning sites, social learning analytics, critical moments, dialogue, (im)mobilities, ethnography, multivocal analysis
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-45570OAI: oai:DiVA.org:oru-45570DiVA: diva2:846226
Available from: 2015-08-14 Created: 2015-08-14 Last updated: 2017-10-17Bibliographically approved
In thesis
1. Languaging in virtual learning sites: studies of online encounters in the language-focused classroom
Open this publication in new window or tab >>Languaging in virtual learning sites: studies of online encounters in the language-focused classroom
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Örebro: Örebro university, 2015. 146 p.
Series
Örebro Studies in Education, ISSN 1404-9570 ; 49
Keyword
virtual learning sites, synchronous computer mediated communication
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-44688 (URN)978-91-7529-076-8 (ISBN)
Public defence
2015-09-21, FÖ6, Dalarna University, Falun, 13:00 (English)
Opponent
Supervisors
Available from: 2015-05-25 Created: 2015-05-25 Last updated: 2017-10-17Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf