Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Pengjin Wang , Chao Yang , Yuyao Tong , Gaowei Chen
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Abstract

In synchronous online environments, lesson delivery is restricted mainly to verbal (oral or spoken interactions, e.g., speaking using microphones) and visual (e.g., sharing PowerPoint slides) modes. Considering that classroom talk and visual display are essential semiotic sources, we investigated the synergy created by the combination of productive classroom talk and visual prompts to understand how teachers interact with students in a fully online environment. Multiple sources of data from two teachers and their students (n = 54) were triangulated, including student questionnaires, classroom talk transcripts, and teachers' visual prompts. We used questionnaire results to understand students' perception of classroom discourse, visualizations to uncover patterns in classroom talk, and multimodal conversation analysis to delve into the discrepancies between teacher's and students' situation definitions when encountering visual prompts. We found that, to a certain extent, the teachers effectively used productive classroom talk, and the students were discursively engaged in online lessons. Further, teachers' strategic use of talk helped build intersubjectivity during online lessons. The results suggest that teachers can leave space for dialogues by attending to students' cognitive processes and using productive talk moves to invite elaboration and reasoning. Additionally, teachers can design constructive tasks while reducing direct instruction in online lessons.
主体间性的话语参与:同步在线课程中生产性课堂谈话的语言-视觉关系研究
在同步在线环境中,课程交付主要限于口头(口头或口头互动,例如,使用麦克风讲话)和视觉(例如,共享PowerPoint幻灯片)模式。考虑到课堂谈话和视觉显示是必不可少的符号学来源,我们研究了富有成效的课堂谈话和视觉提示相结合所产生的协同作用,以了解教师如何在完全在线的环境中与学生互动。来自两位教师和他们的学生(n = 54)的多个数据来源进行了三角测量,包括学生问卷、课堂谈话记录和教师的视觉提示。我们使用问卷调查结果来了解学生对课堂话语的感知,使用可视化来揭示课堂话语的模式,使用多模态会话分析来深入研究教师和学生在遇到视觉提示时情境定义的差异。我们发现,在一定程度上,教师有效地使用了富有成效的课堂谈话,学生在网上课程中是话语性的。此外,教师对谈话的策略性使用有助于在在线课程中建立主体间性。结果表明,教师可以通过关注学生的认知过程和使用富有成效的谈话动作来邀请学生进行阐述和推理,从而为对话留下空间。此外,教师可以设计建设性的任务,同时减少在线课程中的直接指导。
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来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
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