'We Should Google That': The Dynamics of Knowledge-in-Interaction in an Online Student Meeting

Autor/inn/en	Dooly, Melinda; Tudini, Vincenza
Titel	'We Should Google That': The Dynamics of Knowledge-in-Interaction in an Online Student Meeting
Quelle	In: Classroom Discourse, 13 (2022) 2, S.188-211 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dooly, Melinda) ORCID (Tudini, Vincenza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2021.2023596
Schlagwörter	Videoconferencing; Student Teachers; Information Seeking; Discourse Analysis; Meetings; Undergraduate Students; Student Projects; Second Language Learning; Second Language Instruction; Teaching Methods; Learning Processes; Computer Software; Language Teachers; Teacher Education Programs; Cooperative Learning; Online Courses; Task Analysis; Computer Mediated Communication; International Cooperation; English (Second Language); Applied Linguistics; Foreign Countries; Computer Assisted Testing; Editing; Spain; United States + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Informationserschließung; Diskursanalyse; Meeting; Tagung; Schulprojekt; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Language teacher; Sprachunterricht; Kooperatives Lernen; Online course; Online-Kurs; Aufgabenanalyse; Computerkonferenz; Internationale Kooperation; Internationale Zusammenarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistics; Linguistik; Angewandte Linguistik; Ausland; Redaktion; Textbearbeitung; Spanien; USA
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01