Learning Culture and Social Interaction最新文献_第4页

Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations 玩中学？分析海事模拟中参与者对竞争和职业行为的构想

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-04-30 DOI: 10.1016/j.lcsi.2024.100821

Mari Starup , Charlott Sellberg , A.Camilla Wiig

{"title":"Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations","authors":"Mari Starup , Charlott Sellberg , A.Camilla Wiig","doi":"10.1016/j.lcsi.2024.100821","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100821","url":null,"abstract":"<div><p>This study scrutinizes how a simulated scenario framed as a competition is discussed in a post-simulation debriefing, where students reflect on game-like play in the context of professional education. This study draws on Erwin Goffman's (1974/86) analytical concept of framing. In particular, the analysis focuses on the instructor's and students' authentic conversations during a debriefing session and explores how these conversations open up negotiations of professional and playful learning. The research design is ethnographically informed and based on observations, field notes, and 34 h of video data from a navigation course in which 35 bachelor's students from a Norwegian university participated. Our analytical findings reveal that the activity undergoes continuous negotiation between two framings: professional and competitive. In professional framing, students are held accountable for adhering to professional rules, regulations, and norms of “good seamanship.” In the competition framing, students were competing to win the race. Moreover, as the competition mode intensified, students prioritized winning the race over adhering to the rules and regulations of the profession. Consequently, the findings illustrate how a competition framing within a professional education context has engaged the students, letting them demonstrate their knowledge and skills in a playful manner. Furthermore, the findings emphasize the need for an additional exploration of the opportunities and challenges of competition on professional decision making and ethical conduct in settings where simulation-based learning is utilized for training, particularly in domains that train students in high safety standards.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"46 ","pages":"Article 100821"},"PeriodicalIF":1.9,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000291/pdfft?md5=e58d96336b93bd715a58ba5221615f35&pid=1-s2.0-S2210656124000291-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140816011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students' perezhivaniya and engagement in English language learning 学生的英语学习兴趣和参与度

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-04-27 DOI: 10.1016/j.lcsi.2024.100819

Clarence Ng

{"title":"Students' perezhivaniya and engagement in English language learning","authors":"Clarence Ng","doi":"10.1016/j.lcsi.2024.100819","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100819","url":null,"abstract":"<div><p>Perezhivanie, i.e., emotional lived experience, is a psychological structure for understanding dynamic influences derived from personal and social sources. In this study, two Japanese university students' perezhivaniya (plural) of English learning in their final year of high school and first two years of university studies were examined using a dataset containing a semi-structural interview, informal interviews and a series of classroom observation. This paper describes these students' perezhivanyia of English learning and explains their engagement as 1. <em>in-the-moment responses</em> anchored in personally significant events or moments; and 2. <em>beyond-the-moment refractions</em> during re-visitation of these events. Language learning engagement is therefore experiential, situated and reflective from a perezhivanie perspective. The findings indicate that students' changing engagement in English learning cannot be fully understood if it is removed from the irreducible unit of perezhivanie.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"46 ","pages":"Article 100819"},"PeriodicalIF":1.9,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000278/pdfft?md5=db01c61eda8d0addd04eb5e66da3a8b1&pid=1-s2.0-S2210656124000278-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140807302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning 在教育环境中使用人际接触：组织社会关系、参与和学习

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-04-01 DOI: 10.1016/j.lcsi.2024.100816

Asta Cekaite , Vivien Heller

引用次数: 0

Uses of interpersonal touch in educational settings: A methodological commentary 教育环境中人际接触的使用：方法论评论

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-03-18 DOI: 10.1016/j.lcsi.2024.100809

Teppo Jakonen

引用次数: 0

Side-by-side coaching: Decomposing a practice-embedded teacher learning opportunity 并肩辅导：分解嵌入实践的教师学习机会

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-03-14 DOI: 10.1016/j.lcsi.2024.100807

Jen Munson , Erin E. Baldinger , Mari Altshuler , Han Sol Lee

引用次数: 0

The many forms and functions of touch in educational settings: Shared attention and appropriate engagement 教育环境中触摸的多种形式和功能：共同关注和适当参与

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-03-11 DOI: 10.1016/j.lcsi.2024.100808

Helen Melander Bowden

引用次数: 0

Investigating educational dialogue: Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms 调查教育对话：小学低年级和中学课堂不同学科之间对话数量和质量的差异

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-03-08 DOI: 10.1016/j.lcsi.2024.100799

Heli Muhonen , Eija Pakarinen , Helena Rasku-Puttonen , Anna-Maija Poikkeus , Martti Siekkinen , Marja-Kristiina Lerkkanen

{"title":"Investigating educational dialogue: Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms","authors":"Heli Muhonen , Eija Pakarinen , Helena Rasku-Puttonen , Anna-Maija Poikkeus , Martti Siekkinen , Marja-Kristiina Lerkkanen","doi":"10.1016/j.lcsi.2024.100799","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100799","url":null,"abstract":"<div><p>To support student learning throughout their school journey, it is important to investigate the authentic state of educational dialogue both in early primary and secondary school to map the potential variations concerning dialogue. The present study examined educational dialogue in early primary school and secondary school in literacy, mathematics and science lessons. Video-recorded classroom lessons (<em>n</em> = 115 in both grades) of Grade 2 primary school teachers (<em>n</em> = 50) and Grade 9 subject teachers (<em>n</em> = 36) were analysed in terms of the amount, duration, and quality of episodes of educational dialogue. Educational dialogues were found to be typically longer in Grade 9 than in Grade 2. In terms of the quality of educational dialogue, teacher-initiated dialogue of moderate quality occurred more in Grade 9 classrooms, whereas teacher-initiated dialogue of high quality was observed more in Grade 2 classrooms. In Grade 2, both the amount and quality of dialogue varied across subjects, whereas in Grade 9, variation concerning specific subjects was scant. The findings contribute to prior research by suggesting differences in several aspects of educational dialogue between early primary and secondary school. These variations should be considered when supporting students' learning and participation through educational dialogue in different developmental phases and in different subjects.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"45 ","pages":"Article 100799"},"PeriodicalIF":1.9,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000072/pdfft?md5=cfc152d5ff38f16ee663a333f35c524c&pid=1-s2.0-S2210656124000072-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140188116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Thematic engagements: Affects and learning in older age 专题参与：老年人的情感与学习

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-02-27 DOI: 10.1016/j.lcsi.2024.100806

Tania Zittoun, Martina Cabra

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引用次数: 0

Navigating I-positionings in higher education Service Learning as hybrid scenarios: a case study 引导高等教育中的 I 定位作为混合情景的服务学习：案例研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-02-14 DOI: 10.1016/j.lcsi.2024.100805

Beatriz Macías-Gómez-Estern , José Luis Lalueza

{"title":"Navigating I-positionings in higher education Service Learning as hybrid scenarios: a case study","authors":"Beatriz Macías-Gómez-Estern , José Luis Lalueza","doi":"10.1016/j.lcsi.2024.100805","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100805","url":null,"abstract":"<div><p>This paper is part of a larger study on learning processes and identity change in university students participating in Service Learning (SL) programmes, considered as <em>hybrid activities</em> containing practices and values from at least two settings: academic activity and professional intervention. Our SL programmes, carried out in formal schools serving children from Roma and migrant backgrounds, challenge dominant views on educational and psychological processes, offering a critical view of learning and development, where traditionally unrepresented “others”, along with their cultural knowledge, bring their own voices to the arena. Our aim is to show the transformations taking place within this SL by analysing the dialogicality contained in the field notes written by a participating psychology student, Nina (pseudonym), as an illustration of the complex dynamics of learning and identity change we encounter. By analysing Nina's reflections while acting in this SL project, we attempt to delve into these processes of transformation from the perspective of an agentive participant. In her case, we tried to unfold the complex way in which different cultural traditions entered into dialogue in her <em>I-positions</em> as she emotionally connected and engaged with the surrounding motives, finding her own way through cultural crossroads through affect and practice.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"45 ","pages":"Article 100805"},"PeriodicalIF":1.9,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139732699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What does the ‘chat’ tell us about participation and engagement in online video conferencing? 聊天 "对我们参与在线视频会议有何启示？

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-02-10 DOI: 10.1016/j.lcsi.2024.100803

Elizabeth Stokoe , Jessica Win See Wong , Jessica Pedersen Belisle Hansen , Damian Roland , Tessa Davis

{"title":"What does the ‘chat’ tell us about participation and engagement in online video conferencing?","authors":"Elizabeth Stokoe , Jessica Win See Wong , Jessica Pedersen Belisle Hansen , Damian Roland , Tessa Davis","doi":"10.1016/j.lcsi.2024.100803","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100803","url":null,"abstract":"<div><p>Although much is known about the experiential nature of online conferencing, we know less about actual participation and engagement. This paper investigates delegate interactions in the “parallel chat” function of a video platform during an online medical education conference. We collected 813 unique messages, posted while speakers presented on a digital stage. We used descriptive statistics to summarize message/chat content in terms of participant categories and topic. 23 % of delegates posted in the chat. However, to go beyond these dimensions, we used conversation analytic methods to identify the actions accomplished in messages and their interconnectedness. We developed a coding scheme to report this analysis across the complete dataset. We found that messages mostly comprised positive assessments (“Wonderful talk!”) and appreciations (“Thank you!”). ‘Second’ messages were more common than initiations or ‘first’ messages, indicating extensive engagement between participants. Few messages received no response. Delegates also formulated what speakers said to develop ‘learning moments’ in the chat. Overall, we argue that a richer and more precise understanding of participation and engagement in video conferencing can be achieved by analysing actual participation and its content, rather than relying only on post-hoc reports and surveys. Data are in British English.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"45 ","pages":"Article 100803"},"PeriodicalIF":1.9,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000114/pdfft?md5=08c153fd60cfcfba992eb87da5670acb&pid=1-s2.0-S2210656124000114-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139718400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0