BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONS

Detalhes bibliográficos
Autor(a) principal: Andrioli, Fernanda
Data de Publicação: 2023
Outros Autores: Ostermann, Ana Cristina, Ohlweiler, Marina Kirsch
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5992
Resumo: The COVID-19 global crisis has changed in many ways how educational activities happen, especially when the encounters migrated to video-mediated settings. In this paper, from a comparative perspective, we investigate online and in-person classes. We examine a recurring practice in pedagogical contexts: referencing objects – e.g. a task in a textbook, a document, or a non-digital object. We analyze how teachers and learners interactionally accomplish referencing. We describe the multimodal resources deployed and reflect on the affordances and challenges in each environment. Using Multimodal Conversation Analysis (SACKS, 1992; MONDADA, 2014), we conduct a fine-grained analysis of the unfolding of referencing practices in audio and video-recorded online and in-person classes. The analysis reveals that although many of the resources mobilized by teachers to refer to an object are common to both environments, they are accomplished through different means due to contingencies imposed by each environment. However, there are crucial differences that generate important repercussions. The in-person environment, for example, is characterized by being a context in which learners and their objects are visually accessible (i.e., independent from a camera that captures them), thus enabling their monitoring and, consequently, ensuring the full accomplishment of the referencing process, something which is not possible (yet) in the virtual environment. Furthermore, in online classes, when referencing an object, learners also need to deal with specific contingencies of the non- physical copresence, especially with those that demand synchrony of actions and visual access (both ways) to mobilize joint attention. Therefore, we show how these (and other) challenges imply interactional efforts by the participants to make the teaching and learning process possible.
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spelling BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONSENTRE O TECNOLÓGICO E O HUMANAMENTE POSSÍVEL: UMA ANÁLISE COMPARATIVA MULTIMODAL DA REFERENCIAÇÃO NOS MEIOS REMOTO E COPRESENCIAL DE ENSINO E APRENDIZAGEMAnálise da conversa multimodalreferenciaçãosala de aulaensino remoto e ensino presencialCOVID-19Multimodal conversation analysisreferencingclassroomonline and in-person teachingCOVID-19 The COVID-19 global crisis has changed in many ways how educational activities happen, especially when the encounters migrated to video-mediated settings. In this paper, from a comparative perspective, we investigate online and in-person classes. We examine a recurring practice in pedagogical contexts: referencing objects – e.g. a task in a textbook, a document, or a non-digital object. We analyze how teachers and learners interactionally accomplish referencing. We describe the multimodal resources deployed and reflect on the affordances and challenges in each environment. Using Multimodal Conversation Analysis (SACKS, 1992; MONDADA, 2014), we conduct a fine-grained analysis of the unfolding of referencing practices in audio and video-recorded online and in-person classes. The analysis reveals that although many of the resources mobilized by teachers to refer to an object are common to both environments, they are accomplished through different means due to contingencies imposed by each environment. However, there are crucial differences that generate important repercussions. The in-person environment, for example, is characterized by being a context in which learners and their objects are visually accessible (i.e., independent from a camera that captures them), thus enabling their monitoring and, consequently, ensuring the full accomplishment of the referencing process, something which is not possible (yet) in the virtual environment. Furthermore, in online classes, when referencing an object, learners also need to deal with specific contingencies of the non- physical copresence, especially with those that demand synchrony of actions and visual access (both ways) to mobilize joint attention. Therefore, we show how these (and other) challenges imply interactional efforts by the participants to make the teaching and learning process possible. A crise mundial da COVID-19 modificou a condução das atividades educacionais com a emergência de diversos espaços de ensino-aprendizagem organizados em ambientes virtuais. É nesse cenário que este estudo se insere, ao investigar, comparativamente, nas modalidades de ensino remoto e presencial, uma prática recorrente no contexto pedagógico: a referenciação de objetos – como uma tabela em um livro, um documento, ou um objeto não digital. Analisamos como docentes e aprendizes realizam interacionalmente essa prática, descrevendo os recursos multimodais por eles/as empregados e refletindo sobre as potencialidades e os desafios envolvidos nas duas modalidades de ensino. Para investigar as minúcias dessa prática no “aqui-e-agora” interacional do ambiente escolar, empregamos os pressupostos teórico-metodológicos da Análise da Conversa Multimodal (SACKS, 1992; MONDADA, 2014), a partir de gravações em áudio e vídeo de aulas remotas e presenciais. Os resultados evidenciam que, embora vários dos recursos empregados pelas professoras na referenciação sejam comuns a ambas as modalidades de ensino, em função das contingências impostas por cada modalidade, eles são empregados por diferentes meios. Há, contudo, diferenças cruciais e com repercussões importantes. Por exemplo, a modalidade de copresença física caracteriza-se por um contexto em que os/as aprendizes e seus respectivos objetos estão visualmente acessíveis ao/à professor/a, possibilitando seu monitoramento e, consequentemente, assegurando a completude do processo de referenciação, o que (ainda) não é possível na modalidade remota. Ademais, na modalidade remota, os/as aprendizes também precisam lidar com contingências específicas da não copresença física ao iniciarem a referenciação a algum objeto, especialmente quando é preciso sincronizar as ações para mobilizar a atenção conjunta. Assim, mostramos como essas e outras contingências implicam em esforços interacionais (frequentemente herculanos) dos/as participantes para tornar possível o processo de ensino e aprendizagem. SciELO PreprintsSciELO PreprintsSciELO Preprints2023-05-02info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/599210.1590/010318138670879v6212023porhttps://preprints.scielo.org/index.php/scielo/article/view/5992/11510Copyright (c) 2023 Fernanda Andrioli, Ana Cristina Ostermann, Marina Kirsch Ohlweilerhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAndrioli, FernandaOstermann, Ana CristinaOhlweiler, Marina Kirschreponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-04-28T21:19:18Zoai:ops.preprints.scielo.org:preprint/5992Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-04-28T21:19:18SciELO Preprints - Scientific Electronic Library Online (SCIELO)false
dc.title.none.fl_str_mv BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONS
ENTRE O TECNOLÓGICO E O HUMANAMENTE POSSÍVEL: UMA ANÁLISE COMPARATIVA MULTIMODAL DA REFERENCIAÇÃO NOS MEIOS REMOTO E COPRESENCIAL DE ENSINO E APRENDIZAGEM
title BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONS
spellingShingle BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONS
Andrioli, Fernanda
Análise da conversa multimodal
referenciação
sala de aula
ensino remoto e ensino presencial
COVID-19
Multimodal conversation analysis
referencing
classroom
online and in-person teaching
COVID-19
title_short BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONS
title_full BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONS
title_fullStr BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONS
title_full_unstemmed BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONS
title_sort BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONS
author Andrioli, Fernanda
author_facet Andrioli, Fernanda
Ostermann, Ana Cristina
Ohlweiler, Marina Kirsch
author_role author
author2 Ostermann, Ana Cristina
Ohlweiler, Marina Kirsch
author2_role author
author
dc.contributor.author.fl_str_mv Andrioli, Fernanda
Ostermann, Ana Cristina
Ohlweiler, Marina Kirsch
dc.subject.por.fl_str_mv Análise da conversa multimodal
referenciação
sala de aula
ensino remoto e ensino presencial
COVID-19
Multimodal conversation analysis
referencing
classroom
online and in-person teaching
COVID-19
topic Análise da conversa multimodal
referenciação
sala de aula
ensino remoto e ensino presencial
COVID-19
Multimodal conversation analysis
referencing
classroom
online and in-person teaching
COVID-19
description The COVID-19 global crisis has changed in many ways how educational activities happen, especially when the encounters migrated to video-mediated settings. In this paper, from a comparative perspective, we investigate online and in-person classes. We examine a recurring practice in pedagogical contexts: referencing objects – e.g. a task in a textbook, a document, or a non-digital object. We analyze how teachers and learners interactionally accomplish referencing. We describe the multimodal resources deployed and reflect on the affordances and challenges in each environment. Using Multimodal Conversation Analysis (SACKS, 1992; MONDADA, 2014), we conduct a fine-grained analysis of the unfolding of referencing practices in audio and video-recorded online and in-person classes. The analysis reveals that although many of the resources mobilized by teachers to refer to an object are common to both environments, they are accomplished through different means due to contingencies imposed by each environment. However, there are crucial differences that generate important repercussions. The in-person environment, for example, is characterized by being a context in which learners and their objects are visually accessible (i.e., independent from a camera that captures them), thus enabling their monitoring and, consequently, ensuring the full accomplishment of the referencing process, something which is not possible (yet) in the virtual environment. Furthermore, in online classes, when referencing an object, learners also need to deal with specific contingencies of the non- physical copresence, especially with those that demand synchrony of actions and visual access (both ways) to mobilize joint attention. Therefore, we show how these (and other) challenges imply interactional efforts by the participants to make the teaching and learning process possible.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/5992
10.1590/010318138670879v6212023
url https://preprints.scielo.org/index.php/scielo/preprint/view/5992
identifier_str_mv 10.1590/010318138670879v6212023
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/5992/11510
dc.rights.driver.fl_str_mv Copyright (c) 2023 Fernanda Andrioli, Ana Cristina Ostermann, Marina Kirsch Ohlweiler
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Fernanda Andrioli, Ana Cristina Ostermann, Marina Kirsch Ohlweiler
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:Scientific Electronic Library Online (SCIELO)
instacron:SCI
instname_str Scientific Electronic Library Online (SCIELO)
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - Scientific Electronic Library Online (SCIELO)
repository.mail.fl_str_mv scielo.submission@scielo.org
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