Rozprawy doktorskie na temat „Online learning interaction”
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Wang, Dawei. "Enhancing individualised learning and interaction in online learning environments". Thesis, Robert Gordon University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491201.
Pełny tekst źródłaFarahani, Gohar Omidvar. "Existence and Importance of Online Interaction". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27169.
Pełny tekst źródłaPh. D.
Barrett, Knight Rachel Michele. "An examination of interaction in online language learning classrooms". Thesis, Indiana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717303.
Pełny tekst źródłaThe purpose of this mixed-method study was to examine the three different types of interactions (student-student, student-instructor, and student-content) that occur in an online language learning classroom and whether the amount of time spent predicted the performance in two key areas, grammar proficiency and vocabulary knowledge. This study also examined the way students felt about motivating themselves in an online language learning classroom. The study involved 40 students enrolled in an entirely online entry-level Spanish course who completed a survey about their experience in the online environment and an assessment of their knowledge of vocabulary and grammar points in the language.
The multiple regression analyses revealed that the amount of time spent in interactions with the content for the course was a predictor for grammar proficiency, but no other interactions were predictors for grammar proficiency or vocabulary knowledge. The participants discussed the difficulty of motivating themselves and how they stayed motivated in the online environment. This study provided some considerations for practitioners in an online environment, but also called into question the efficacy of learning a language in an entirely online environment.
Miller, Jane Rae. "Gender, language and interaction styles in online learning environments". Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404667.
Pełny tekst źródłaAlbloushi, Shaima Abdullah. "Online Collaborative Learning and Interaction Among Pre-Service Teachers". Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553088752167938.
Pełny tekst źródłaBorup, Jered A. "Types, Subjects, and Purposes of K-12 Online Learning Interaction". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3711.
Pełny tekst źródłaVan, Ryneveld Linda. "Surviving the game interaction in an adult online learning community /". Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03082005-220804/.
Pełny tekst źródłaJain, Pawan. "Building learning communities facilitating interaction in computer mediated online courses /". Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1799869821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Pełny tekst źródłaSousa, Sonia. "Online distance learning : exploring the interaction between trust and performance". Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20386/.
Pełny tekst źródłaWillman, Martin. "Machine Learning to identify cheaters in online games". Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170973.
Pełny tekst źródłaKnight, Janine. "Learner agency in online task-based language learning for spoken interaction". Doctoral thesis, Universitat Oberta de Catalunya, 2018. http://hdl.handle.net/10803/664231.
Pełny tekst źródłaEl presente estudio tiene como objetivo explorar la relación entre el poder de decisión y de acción del alumno (learner agency), los recursos basados en la pantalla (como por ejemplo, botones de navegación, instrucciones de tareas textuales) y la creación de significado en tareas de comunicación sincrónica mediada por ordenador (CSMO), desarrolladas para promover la interacción oral. Utilizando un enfoque de estudio de casos, se analizan tres tareas diseñadas para el aprendizaje de idiomas (intercambio de opinión, juego de roles y falta de información en dos conjuntos de datos (doce casos). Las tareas se llevan a cabo en una universidad en línea en Barcelona mediante una herramienta de audioconferencia para facilitar la interacción oral. Los datos se recopilaron a lo largo de un semestre, en un curso (2015) y se analizaron junto con los datos de un estudio anterior (2012). Los objetivos del estudio eran tres: en primer lugar, comprender cómo las elecciones de los alumnos y las acciones intencionales relacionadas con los recursos basados en la pantalla moldean los turnos conversacionales; en segundo lugar, comprender cómo puede entenderse la creación del significado con una perspectiva multimodal, más allá de lo lingüístico, y, en tercer lugar, contribuir a la teoría de la agentividad en el aprendizaje de idiomas. La finalidad de este último objetivo ha sido ayudar a fomentar la agentividad en las tareas actuales y futuras del CSMO, para poder avanzar de forma óptima en el aprendizaje de idiomas. Se usa una variedad de fuentes de datos y métodos. Las fuentes incluyen grabaciones de audio de interacción oral punto a punto, transcripciones, capturas de pantalla, documentación del curso, e información suplementaria sobre la herramienta tecnológica. Estas fuentes se exploran por medio del análisis de datos, incluido el análisis del contenido y del discurso, así como el análisis del discurso mediado por ordenador (Herring, 2004). Además, se desarrolla un enfoque específico que combina las perspectivas analíticas émica (alumno) y ética (investigador), que se basan en las nociones del análisis conversacional (Sacks, Schegloff y Jefferson, 1974) y el análisis (inter)accional multimodal (Norris, 2004). Los resultados sugieren que los tipos de agentividad se manifiestan en tareas. Además, la mediación de los alumnos con recursos basados en la pantalla moldea los turnos conversacionales tanto cualitativamente, como cuantitativamente. La creación de significado implica múltiples aspectos más allá del habla (por ejemplo, somático, de texto e imagen), lo que implica que puede entenderse que la agentividad se lleva a cabo por medio de sistemas humanos (motor, sensorial y de lenguaje) y de recursos pertenecientes al sistema digital. Por lo tanto, la agentividad en las tareas del CSMO puede describirse como "el sistema con acciones dirigidas a uno o más objetivos desarrolladas mediante una o más herramientas", definición que se basa en la noción sociocultural de "acción dirigida hacia un objetivo y mediada por instrumentos" (Zinchenko, 1985). Se discuten las implicaciones para el diseño de tareas y se describen recomendaciones para futuras investigaciones en CSMO basadas en tareas con una perspectiva multimodal.
The present study aims to explore the relationship between learner agency, screen-based resources (such as navigational buttons and textual task instructions) and meaning making in synchronous computer-mediated communication (SCMC) tasks developed to promote spoken interaction. Using a case-study approach, three tasks designed for language learning (opinion sharing, role play and information gap) across two data sets (12 cases in total) are analysed. Tasks are carried out in an online university in Barcelona, where spoken interaction is made possible through an audioconferencing tool. Data was collected over the course of one semester in 2015 and analysed alongside data from a prior study that took place in 2012. The objectives are threefold: to understand how learners' choices and intentional actions pertaining to screen-based resources shape oral turn-taking; to understand how meaning making can be understood from a multimodal perspective, beyond speech; and to contribute to theories on agency in language learning in order to help foster agency in current and future SCMC tasks for optimal language learning gains. A range of data sources and methods are used. Sources include audio recordings of peer-to-peer oral interaction, transcripts, screenshots, course documentation and supplementary information about the technological tool employed. These sources are explored through data analysis, including content and discourse analysis as well as computer-mediated discourse analysis (Herring, 2004). In addition, a specific approach is developed that combines emic (learner) and etic (researcher) analytical perspectives that draw on notions from conversational analysis (Sacks, Schegloff and Jefferson, 1974) and multimodal (inter)actional analysis (Norris, 2004). Results suggest that different types of agency emerge during tasks. In addition, learners' mediation with screen-based resources are found to shape their oral turn-taking, both qualitatively and quantitatively. Meaning making involving multiple modes beyond speech (i.e. somatic, text and image) are identified, leading to the implication that agency can be understood as being carried out through human systems (motor, sensory and language) and resources pertaining to the digital system. Agency in SCMC tasks can therefore be described as 'systems with tool(s)-mediated, goal(s)-directed action(s)' which builds on the sociocultural notion of ¿tool-mediated, goal-directed action' (Zinchenko, 1985). Implications for task design are discussed, and recommendations for future research on task-based SCMC from a multimodal perspective are outlined.
Hidinger, Kristen B. "A Phenomenology of Peer Interaction and Community in Accelerated Online Learning". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594729181918153.
Pełny tekst źródłaCho, Moon-Heum. "The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6092.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Includes bibliographical references.
Markus, Marcia. "Politeness in Interaction : An analysis of politeness strategies in online learning and teaching". Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446.
Pełny tekst źródłaHenry, Kirk. "Students' Perceptions of Collaboration Tools in a Higher Education Online Collaborative Learning Environment". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3544.
Pełny tekst źródłaPh.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
Fadel, Luciane Maria. "The impact of the interface design on social interaction in online learning environments". Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487492.
Pełny tekst źródłaHAMMER, VICTORIA A. "THE INFLUENCE OF INTERACTION ON ACTIVE LEARNING, LEARNING OUTCOMES, AND COMMUNITY BONDING IN AN ONLINE TECHNOLOGY COURSE". University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1014665480.
Pełny tekst źródłaFidalgo, Patrícia Seferlis Pereira. "Learning networks and moodle use in online courses: a social network analysis study". Doctoral thesis, Faculdade de Ciências e Tecnologia, 2012. http://hdl.handle.net/10362/8862.
Pełny tekst źródłaThis research presents a case study on the interactions between the participants of the forums of four online undergraduate courses from the perspective of social network analysis (SNA). Due to lack of studies on social networks in online learning environments in higher education in Portugal we have choose a qualitative structural analysis to address this phenomenon. The context of this work was given by the new experiences in distance education (DE) that many institutions have been making. Those experiences are a function of the changes in educational paradigms and due to a wider adoption of Information and Communication Technologies (ICT) from schools as well as to the competitive market. Among the technologies adopted by universities are the Learning Management Systems (LMSs) that allow recording, storing and using large amounts of relational data about their users and that can be accessed through Webtracking. We have used this information to construct matrices that allowed the SNA. In order to deepen knowledge about the four online courses we were studying we have also collect data with questionnaires and interviews and we did a content analysis to the participations in the forums. The three main sources of data collection led us to three types of analysis: SNA, statistical analysis and content analysis. These types of analysis allowed, in turn, a three-dimensional study on the use of the LMS: 1) the relational dimension through the study of forums networks and patterns of interaction among participants in those networks, 2) the dimension relative to the process of teaching and learning through content analysis of the interviews; 3) and finally the dimension related to the participants' perceptions about the use of LMS for educational purposes and as a platform for creating social networks through the analysis of questionnaires.With the results obtained we carried out a comparative study between the four courses and tried to present a reflection on the Online Project of the University as well as possible causes that led to what was observed. We have finished with a proposal of a framework for studying the relational aspects of online learning networks aimed at possible future research in this area.
Chongwony, Lewis K. E. "An Investigation of Social Presence in Postsecondary Learners Enrolled in Online Learning Environment". Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1199472454.
Pełny tekst źródłaSkogs, Julie. "Language and interaction in online asynchronous communication in university level English courses". Doctoral thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34757.
Pełny tekst źródłaThe four case studies presented in Language and interaction in online asynchronous communication in university level English courses investigate written discussion forum interaction in a computer-mediated learning environment. These studies deal with different, yet related, aspects of discussion forum communication. Aspects included are the labeling and response patterns of messages, community-building strategies among participants and features of informal conversation and formal academic writing in the messages. Building on discourse analysis combined with content analysis and corpus method, the work systematically examines the linguistic patterns of communication in the discussion forums. The findings show that there are multiple factors at work simultaneously that affect the linguistic choices by the discourse participants. The constraints and opportunities of the communication are not only connected to the fact that it is computer-mediated, but also to the fact that it is written and in a particular academic environment. Knowledge of the choices available and of what factors potentially affect them is useful for anybody involved in research on net-based teaching and learning.
Chiu, Yi-Ching Jean, i res cand@acu edu au. "Exploring Student and Teacher Interactions for Critical Thinking in Face-to-Face and Online Environments in an EFL Course in Taiwan". Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp108.11092006.
Pełny tekst źródłaTurley, Chad A. "Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7044.
Pełny tekst źródłaMcDonald, Jacquelin. "The role of online discussion forums in supporting learning in higher education". University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00003588/.
Pełny tekst źródłaHyatt, Frederick Roger. "Spiritual and Character Development in Online Education at Brigham Young University". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8782.
Pełny tekst źródłaByers, Albert S. "Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three–Six". Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/40430.
Pełny tekst źródłaPh. D.
Wilson, Martina E. "Learning and teaching online : structuring computer-mediated communication systems to support interaction at a distance". Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247054.
Pełny tekst źródłaHawkins, Abigail. "We're Definitely on Our Own: Interaction and Disconnection in a Virtual High School". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2618.
Pełny tekst źródłaTurk, Deborah, i n/a. "Improving the process? A study of learner autonomy, interaction & technology-enhanced language-learning environments". University of Canberra. Languages & International Education, 2005. http://erl.canberra.edu.au./public/adt-AUC20060809.131915.
Pełny tekst źródłaFohlin, Nils. "How Online Stock Trading Learning Platforms Can Contribute To Financial Literacy". Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-181854.
Pełny tekst źródłaTidigare studier har visat att investerings-kunskap och motivation ökar när elever i en skolmiljö har tillgång till en inlärningsplattform för aktiehandel. Detta examensarbete syftar till att ytterligare undersöka om en fristående online- aktie-inlärningsplattform, i sig, kan hjälpa icke-aktieinvesterare att förstå begrepp rörande finansiell kompetens. Arbetet försöker vidare identifiera vilken typ av systemfunktionalitet som är mest fördelaktig för nybörjaren när det gäller att förstå och tillämpa dessa begrepp. För att utforska detta utvecklades inledningsvis en MVP (minimum viable product) lärplattform för aktiehandel så att nya funktioner kunde implementeras och modifieras fritt utan att begränsas av befintlig programvara. Utvecklingen skedde med hjälp av lean UX-metoden och Jobs To Be Done intervjuer. Av arbetet kunde man konstatera att funktionaliteten med att bara göra det möjligt för användarna att handla aktier (utan risk) inte hjälpte dem nämnvärt att förstå investerings-koncept och dra nya slutsatser. Ny funktionalitet lades sedan till på inlärnings-plattformen i form av en historiepropagagerings-funktion. Funktionen låter användaren skapa en aktieportfölj och se vad portföljen skulle vara värd idag om den köptes tidigare. Detta gjorde det möjligt för användaren att snabbt och interaktivt se effekterna av diversifiering och resultatet av investeringar över tid. Pre / post intervjuer visade att plattformen, med historiepropagerings-funktionalitet, förändrade användarnas uppfattning om både diversifiering och avkastning, vilket indikerar att den också har potential att påverka finansiell kompetens.
Wilson, Jay. "An examination of the relationships of interaction, learner styles, and course content on student satisfaction and outcomes in online learning". University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00004963/.
Pełny tekst źródłaLiang, Mei-Ya. "Interaction in EFL online classes how Web-facilitated instruction influences EFL university students' reading and learning /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215226.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Advisers: Larry Mikulecky; Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."
Stewart, Shelley. "A Study of Instructional Strategies that Promote Learning Centered Synchronous Dialogue Online". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002501.
Pełny tekst źródłaSchullo, Shauna J. "An Analysis of Pedagogical Strategies: Using Synchronous Web-Based Course Systems in the Online Classroom". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001236.
Pełny tekst źródłaAnderson, J. C., James Lampley i Donald W. Good. "Learner Satisfaction in Online Learning: An Analysis of the Perceived of Learner- Social Media and Learner-Instructor Interaction". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/247.
Pełny tekst źródłaWheeler, Kimberly M. "A Mixed Method Study Examining Synchronous-Enhanced Learning in Distance Education". Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5865.
Pełny tekst źródłaAndersen, Jeffery C. "Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1115.
Pełny tekst źródłaHayes, Jonathan. "A comparative study on the quality of learning experience between traditional campus and online distance learning at a Masters level". Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-30882.
Pełny tekst źródłaEdlund, Felicia. "The Importance of Speaking and Interacting in Online Teaching for Secondary School". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40835.
Pełny tekst źródłaWaltonen-Moore, Shelley L. "A Grounded Theory of Online GROUP Development as Seen in Asynchronous Threaded Discussion Boards". University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1185649473.
Pełny tekst źródłaAndrade, Jaqueline Barbosa Ferraz de. "A MediaÃÃo na Tutoria Online: o Entrelace que Confere Significado à Aprendizagem". Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3958.
Pełny tekst źródłaEssa dissertaÃÃo tem como objetivo compreender as dimensÃes do trabalho do tutor em processos educativos a distÃncia e a interface do seu trabalho no processo ensino-aprendizagem. Especificamente na educaÃÃo online, os instrumentos de comunicaÃÃo se transformam em instrumentos simbÃlicos de mediaÃÃo, pois à atravÃs deles que o sujeito constrÃi seu raciocÃnio, dinamiza mÃltiplas habilidades e potencializa suas linguagens. Embora os recursos midiÃticos ofereÃam dispositivos que permitem a interatividade, a autonomia cognitiva necessÃria para atuar nesse cenÃrio requer a experiÃncia interativa, no grupo, do componente humano e seu processo de mediaÃÃo. Essa qualidade de interaÃÃo em processos midiatizados pelas tecnologias pode ser dinamizada por um agente mediador inserido com o propÃsito especÃfico de aproximar o ensino da aprendizagem, promovendo o sentimento de pertenÃa, o protagonismo e o trabalho colaborativo. Portanto, à resultado de uma pesquisa realizada com profissionais docentes que atuam em tutorias online para delinear a presenÃa mediadora do tutor em cursos à distÃncia em ambientes virtuais e a forma como promovem uma aprendizagem significativa.
Fink, Mark L. "Peer interaction in university-level distance education". Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.
Pełny tekst źródłaTypescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
Freyer, Eva I. "An analysis of the relationship between learning styles and interaction in online discussions in distance education courses at the University of Wisconsin-Stout". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008freyere.pdf.
Pełny tekst źródłaHowley, Iris. "Leveraging Educational Technology to Overcome Social Obstacles to Help Seeking". Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/589.
Pełny tekst źródłaElkins, Angie. "Student Satisfaction in Hybrid Courses". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2519.
Pełny tekst źródłaBoyce, Bradley G. "Understanding Learner Interactions in the Home-Study and Technology-Mediated Seminary Program for Youth in the Church of Jesus Christ of Latter-day Saints". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3023.
Pełny tekst źródłaWalker, Brian K. "Bridging the distance how social interaction, presence, social presence, and sense of community influence student learning experiences in an online virtual environment /". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1472WalkerB/umi-uncg-1472.pdf.
Pełny tekst źródłaTitle from PDF t.p. (viewed Feb. 29, 2008). Directed by David F. Ayers, Sam Miller; submitted to the School of Education. Includes bibliographical references (p. 229-256).
Choi, Wan-ni Brenda, i 蔡蘊妮. "Computer-mediated communication as an activity system: an investigation into S.3 students' learning experiencesvia online interaction in a dynamic assessment process". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365841.
Pełny tekst źródłapublished_or_final_version
Education
Master
Master of Education
Abdel-Maksoud, Nahed Fahmy. "INTERACTION AS A PREDICTOR OF STUDENTS’ SATISFACTION AND STUDENTS’ GRADES IN DISTANCE EDUCATION". Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178295694.
Pełny tekst źródłaAraújo, Christiane Elany Britto de. "Educação em tempos digitais: análise de um curso de inglês online". Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-22052015-103146/.
Pełny tekst źródłaThe impact of the new technologies reflects on the way knowledge is produced and on the discourses that constitute the contemporary subjects. The sharing of information along with its fast pace influence the way we think education in the digital era. Understanding how technology changes our everyday practices, especially education, is one of the aims of this study. Our research seeks to study an online English course devised by an English as a Foreign Language (EFL) school. Driven by the hypothesis that the course studied indicates an attempt to adapt the teaching of English to the new media logics, positioning educators and learners in a space where the modern and post-modern coexist, the pages of the course as well as the interaction tutor-student were analyzed for this study. For this investigation, our observations were backed by assumptions relevant to discourse studies, among them the modernity and the post-modernity, the New Literacies Studies paradigm and the French Discourse Analysis. From an overview of the information technology and the development not only of distance learning, but also of the e-learning project in the focal institution, we discuss how the new media are used and the way they reflect on the meaning making of the course. Therefore, we situate the language institute as a school that uses the distance courses as a way of innovating and adapting itself to the market needs. Furthermore, we examine some of the tasks proposed aiming not only at finding features of language teaching approaches, but also at problematizing their use in terms of interaction and interactivity possibilities conveyed. Despite the new configuration that the reading on the screen provides and the presence of multimodal features, we verify that the course signals a traditional reading posture in which the learner is not led to discuss or act critically. We have also studied online course students discourses about their expectations in regard to distance courses and have argued how the interaction tutor-student is established. The interaction of the participants reveals how the foreign language is viewed by them and also how it influences the construction of subjectivity in each one of them. It is through interaction that the diverse subject positions are externalized, exposing the constitutive heterogeneity of the subjects involved.
Silva, AndrÃia Turolo da. "Affordances e restriÃÃes na interaÃÃo interpessoal escrita online durante a aprendizagem de inglÃs como lÃngua estrangeira". Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16031.
Pełny tekst źródłaOs processos de ensino e aprendizagem de lÃnguas estrangeiras por meio da educaÃÃo a distÃncia vÃm conquistando cada vez mais espaÃo tanto nas ofertas de cursos nessa modalidade, quanto nas agendas de pesquisa em linguÃstica aplicada movidas pelo interesse em compreender como o contÃnuo avanÃo tecnolÃgico e cientÃfico impactam as metodologias e as prÃticas de ensino e aprendizagem de lÃnguas (PAIVA, 1999, 2010, 2011). Inserido nesse universo, o contexto desta pesquisa foi um curso de letras-inglÃs na modalidade a distÃncia ofertado para pÃlos do interior do estado do CearÃ. Devido Ãs vÃrias restriÃÃes tecnolÃgicas e ambientais presentes nesse cenÃrio, prevalecia a forma de interaÃÃo interpessoal online no modo escrito dentro do ambiente virtual de aprendizagem pesquisado. A comunicaÃÃo mediada pelo computador (CMC) escrita apresenta vÃrias restriÃÃes aos interagentes devido ao modo visual reduzido. Por outro lado, a CMC escrita apresenta recursos diferenciados que ajudam a sustentar a interaÃÃo e que podem favorecer a aprendizagem de lÃnguas (WARSCHAUER, 1998; CHAPELLE, 2001, 2003; FELIX, 2003; WHITE, 2003; LEVY & STOCKWELL, 2006; LAMY & HAMPEL, 2007). Nesse Ãmbito, o objetivo principal desta pesquisa, caracterizada como qualitativa complexa (SILVERMAN, 2000), foi descrever os mecanismos de engajamento com affordances que ajudam a sustentar a interaÃÃo interpessoal escrita em um ambiente virtual de aprendizagem de inglÃs como lÃngua estrangeira, especificamente nos fÃruns de discussÃo e nos chats. A noÃÃo de affordance, oriunda da psicologia ecolÃgica (GIBSON, 1986), foi discutida neste trabalho em trÃs dimensÃes: (i) a ambiental, (ii) a tecnolÃgica, estas duas a partir das contribuiÃÃes de Lamy & Hampel (2007) e Rama et al. (2012), principalmente, e (iii) a linguÃstica, associando a esta Ãltima uma teoria pragmÃtica sobre pistas de contextualizaÃÃo (GUMPERZ, 1982; GREENO, 1994). Buscando preservar a noÃÃo de affordance como uma ressonÃncia do indivÃduo com o que percebe como Ãtil para agir no ambiente, que rompe com a dicotomia objetivo-subjetivo, a teoria da complexidade forneceu subsÃdios teÃrico-metodolÃgicos para investigar as interaÃÃes interpessoais escritas nos fÃruns e nos chats como sistemas adaptativos complexos em que fatores interagiam e eram percebidos como affordances ou como restriÃÃes para o engajamento durante as trajetÃrias das interaÃÃes (LARSEN-FREEMAN & CAMERON, 2008). Para estudar a percepÃÃo, foram tambÃm realizadas entrevistas motivadas pelos dados das interaÃÃes analisadas como forma de reconstruÃÃo de contexto. As descobertas mostraram lados antagÃnicos dos affordances: o que era percebido por alguns como um favorecimento, para outros era uma restriÃÃo, como foi o caso da cronÃmica nos chats e nos fÃruns. Affordances tecnolÃgicos e linguÃsticos contribuÃram para a construÃÃo da presenÃa no ambiente, da projeÃÃo das identidades individuais e de grupo, de uma comunidade de aprendizagem (LAVE & WENGER, 1991; WHITE, 2003), que, por sua vez, foi um affordance ambiental para o sentimento de confianÃa e seguranÃa no engajamento nas interaÃÃes. Evidenciou-se, por fim, que os affordances podem ser mediados pelo professor.
The processes of foreign language learning and teaching in distance education have conquered increasing space in both course offerings in this educational mode and in applied linguistics research agendas driven by the interest in understanding how the continuous technological and scientific progress impact methodologies and practices of teaching and learning languages (PAIVA, 1999, 2010 2011). Inserted in this universe, the context of this research was one course of English teacher education (Letras), through distance education, offered for municipalities located in the countryside of the state of Ceara, Brazil. Due to various technological and environmental constraints present in this scenario, the online interpersonal interaction in the virtual learning environment was realized predominantly in the written mode. Text-based Computer-Mediated Communication (CMC) presents several constraints on interactants because of its visually-reduced mode. On the other hand, text-based CMC presents different features, which help to sustain the interaction and can promote language learning (WARSCHAUER, 1998; CHAPELLE, 2001, 2003; FELIX, 2003; WHITE, 2003; LEVY & STOCKWELL, 2006; LAMY & HAMPEL, 2007). In this context, the main objective of this research, characterized as qualitative-complex research (SILVERMAN, 2000), was to describe the mechanisms of engagement with the affordances that helped to sustain the text-based interpersonal interactions in a virtual learning environment where English was learned as a foreign language, specifically in discussion forums and chats. The notion of affordance, which came from ecological psychology (GIBSON, 1986), was discussed in this work according to three dimensions: (i) the environmental dimension, (ii) the technological dimension, both of them with contributions by Lamy & Hampel (2007) and Rama et al. (2012), mainly, and (iii) the linguistic dimension, associating a linguistics pragmatics theory about contextualization cues to the latter (GUMPERZ, 1982; GREENO, 1994). The complexity theory offered subsidies to study text-based interpersonal interactions in forums and chats as complex systems in which factors interacted and were perceived as affordances or as constraints to the engagement during the interactional trajectories (LARSEN-FREEMAN & CAMERON, 2008), as well as helped to preserve the notion of affordance as a resonance between an individual and what they can perceive as useful for engagement in the environment, which avoids the objective-subjetive dichotomy. In order to study perception, data-stimulated interviews were conducted with participants as a form of context reconstruction. The findings showed antagonistic sides of affordances: what was perceived as affordances by some of the participants, others could perceive as constraint, such as the chronemics in the chats and forums analyzed. Technological and linguistic affordances contributed to the construction of presence in the environment, helping participants to project both individual and group identities, and the learning community identity (LAVE & WENGER, 1991; WHITE, 2003), which, in turn, was an environmental affordance to build a sense of confidence and trust to engage in the interactions. Finally, it was possible to verify that affordances could be mediated by the teachers.