BETWEEN THE TECHNOLOGICAL AND THE HUMANLY POSSIBLE: A COMPARATIVE MULTIMODAL ANALYSIS OF REFERENCING IN ONLINE AND IN-PERSON TEACHING AND LEARNING INTERACTIONS
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
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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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 |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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reponame:SciELO Preprints instname:Scientific Electronic Library Online (SCIELO) instacron:SCI |
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Scientific Electronic Library Online (SCIELO) |
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SCI |
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SCI |
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SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - Scientific Electronic Library Online (SCIELO) |
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scielo.submission@scielo.org |
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