A tanulói beszédidő növelése az online tanórán

Abstract

One of the barriers smashed during the COVID19 pandemic has been educator reluctance to use technology-based delivery in their educational practices. The pandemic has created opportunities for institutes and individual educators to strength test their resilience in the face of disruption and challenge (Dohaney, de Rόiste, Salmon and Sutherland, 2020). In this report, we summarise key discursive features of Zoom-based lessons of educators who embraced the challenge. We show that these discourse features are typically associated with tutors' authority as educators and professionals in their vocational fields. The latter allows them to design interactive spaces where they control the discourse, often creating common ground with their learners before designing speech exchanges systems where increasingly classroom participants engage in learner-learner, learner-tutor and learner-class exchanges. Zoom-based delivery reflects typical initiation-response-feedback exchanges (Bax, 2011, Sinclair andCoulthard, 1992), sometimes within a local-allocational turn-by-turn and teacher-directed approach (Mehan, 1979;McHoul, 1978), or a more global-allocational approach where the tutor structures group and pair work (i.e. a complex response), followed by a tutor-mediated and socially-constructed feedback stage (i.e. complex feedback) (Greyling, 1995). Literacy-embedded practices are required to be deliberate and strategic -these discursive strategies, once in the candidate's awareness and available for conscious use, can be developed further and elaborated as part of capability development. In the face of limited evidence of the impact of the pandemic and the enforced move into online delivery on student success rate, we conclude that the discourse patterns of Zoom sessions can at least be viewed as meeting the requirements of socially distributed teaching and learning (Markee, 2015;Cubero and Ignacio, 2011). Following Whittingham's (2019) geo-semiotic argument for literacy development, we argue that the resources, people, objects, technology, materials and activities in an online environment can be configured to achieve outcomes for learners (Whittingham, 2019). The discursive features also reveal the relationship between the intentions of the educator and the interactive skill and moment-by-moment improvisation needed to enact preplanned events (Twiner, Littleton, Coffin and Whitelock, 2014).

Információfeldolgozás és tanulástámogatás az anyanyelvi órán online tanulási környezetben

“…A jelenléti, személyes tanulási-tanítási folyamat a digitális, online színtérre tevődött át, és ez módosította az osztálytermi oktatás tényezőit és stratégiáit (Orhan-Beyhan 2020;Rehn et al 2018). Az online tanulási környezet az anyanyelvi óra számos tényezőjére is hatott: a tanár-diák kapcsolatokra, az osztálytermi diskurzus sajátosságaira, az anyanyelvi és irodalomórák arányára, a mérés és értékelés folyamatára (Gonda 2021, Hollóy 2021, Jánk-Lőrincz 2021. Jelen tanulmány azt vizsgálja egy interjús kutatás alapján, hogyan változtatta meg a digitális tanrend a magyartanárok anyanyelvi nevelésről alkotott képét, a szinkrón online anyanyelvi órán alkalmazott módszereket, és hogyan befolyásolta a tanulástámogatást mint az anyanyelvi nevelés egyik meghatározó fejlesztési területét.…”