Face-to-face and online interactions – Is a task a task?

Duensing, Annette; Stickler, Ursula; Batstone, Carolyn; Heins, Barbara

doi:10.5204/jld.v1i2.14

Cited by 8 publications

(5 citation statements)

References 13 publications

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“…Their log files and fora provide the opportunity to construct social networks from a sociocentric perspective (Brooks et al, 2006;Chatti et al, 2009;Dawson, 2010;De Laat et al, 2007;Duensing et al, 2006;Heo et al, 2010;Merlo et al, 2010;Modritscher et al, 2011;Nuankhieo et al, 2007;Posea et al, 2006;Wild and Ullmann, 2012), as one can monitor online interaction between students. This is in contrast with the egocentric perspective (De Laat et al, 2007;Martinez et al, 2003) in which students report, obviously constrained by their memory, about their interactions with other students.…”

Section: Visualisationmentioning

confidence: 99%

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Social network analysis for technology-enhanced learning: review and future directions

Sie

Ullmann

Rajagopal

et al. 2012

IJTEL

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By nature, learning is social. The interactions by which we learn from others inherently form a network of relationships among people, but also between people and resources. This paper gives an overview of the potential social network analysis (SNA) may have for social learning. It starts with an overview of the history of social learning and how SNA may be of value. The core of the paper outlines the state-of-art of SNA for technology-enhanced R.L.L. Sie et al.learning (TEL), by means of four possible types of SNA applications: visualisation, analysis, simulation, and interventions. In an outlook, future directions of SNA research for TEL are provided.

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Section: Visualisationmentioning

confidence: 99%

“…Messages and replies on fora in LMSs allow for the extraction of directed edges between network nodes (e.g. person A learns from person B) (Rodriguez et al, 2011;Duensing et al, 2006;Posea et al, 2006). Table 1 provides an overview of how and where data was collected in the abovementioned studies, and how they were represented.…”

Section: Visualisationmentioning

confidence: 99%

Social network analysis for technology-enhanced learning: review and future directions

Sie

Ullmann

Rajagopal

et al. 2012

IJTEL

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“…This finding is consistent with the results of research from Gameel (2017) which shows that student-student interaction and student-instructor interaction do not affect student satisfaction using MOOCs. It means that online interaction has the important role to support the learning process (Abrami et al, 2011;Duensing et al, 2012;Huang et al, 2019;Kurucay & Inan, 2017;Omar et al, 2012;Phirangee, 2016;Strauß & Rummel, 2020).…”

Section: Interaction and Evaluation 17%mentioning

confidence: 99%

Students Counselling Guidance Using Digital Platforms and Satisfaction for Online Learning

Rosmalina

2023

jiecr

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The study aimed to obtain an analysis of the use of digital platforms and the level of satisfaction through student prospects during dare learning which has been carried out for 2 years at the State Islamic Institute of Sheikh Nurjati Cirebon. This study was designed using mixed methods, namely qualitative and quantitative methods. The participants in this study were students of the Faculty of Ushuluddin Adab and Da'wah of Institute Agama Islam Negeri Syekh Nurjati Cirebon with a total of 758 students. They are students in the even semester of the 2020-2021 and 2021-2022 academic years. Data collection was carried out using a questionnaire distributed to participants, observations and documents. The data obtained were analyzed using quantitative data analysis using MS Excel. For the qualitative analysis, the inductive coding technique was used. The results of the data analysis found two main conclusions, namely, first, the use of digital platforms is related to digital competence, and the level of student motivation and responsibility is lower. Meanwhile, the online learning environment and digital technology facilities are quite good. The second conclusion is the level of satisfaction which shows students are dissatisfied with the aspects of interaction, evaluation, communication, and the usefulness of online learning. The results of these findings also recommend that teachers pay attention to the level of needs, abilities, and readiness of students in carrying out online learning.

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“…Of interest is how the demands of the online medium (such as the need for more explicit instructions) affect foreign language teachers' communicative practices in such environments. In a study of synchronous online interaction in a higher education context, albeit not specifically from a translanguaging perspective, Duensing et al (2007) compare the nature of teacher language useincluding the proportions of L1 and L2 employedin respect of the same role play activity in three German foreign language classrooms: one face-to-face and two online. Classification of the respective teachers' language use as classroom management (ICT related and general), instruction, modelling, and general talk revealed higher levels of the first of these categories in both virtual settingsinterpreted as reflecting the need for tighter group control in this mediumbut no other differences between the contexts.…”

Section: Translanguaging In Synchronous Online Foreign Language Teachingmentioning

confidence: 99%

An exploratory study of translanguaging practices in an online beginner-level foreign language classroom

Adinolfi

Astruc

2017

Language Learning in Higher Education

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Translanguaging, the movement between communicative modes and features of different languages, is becoming an established research tradition in content-focused second language learning contexts. Pedagogic translanguaging practices nevertheless remain under-applied and under-researched in foreign language instructional settings, whether face-to-face or online. Synchronous virtual foreign language classrooms represent particularly rich spaces in which to begin to explore such practices, due to their multimodal affordances on the one hand and their technical constraints on the other. This study examines the pedagogic translanguaging practices that occur in a corpus of beginner-level Spanish online group tutorial data. A macro-level analysis of the interactional patterns that occur within this context reveals that both teacher participants follow closely the pedagogic prescriptions provided by the course designers with regard to the activities they employ. The finding that these activities offer limited opportunities for students to move between communicative modes and languages may be attributed in part to the emphasis on spoken interaction in this particular setting. A complementary micro-level analysis nevertheless reveals a more autonomous and intuitive approach to the teachers’ choice of language when mediating such activities. Instances of student code-switching are relatively few, however. The study concludes with a call to course designers and practitioners to experiment with integrating a wide range of pedagogic translanguaging opportunities into online foreign language classroom activities, with a view to enhancing teaching, learning and communication in such environments.

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Face-to-face and online interactions – Is a task a task?

Abstract: Abstract

Cited by 8 publications

References 13 publications

Social network analysis for technology-enhanced learning: review and future directions

Social network analysis for technology-enhanced learning: review and future directions

Students Counselling Guidance Using Digital Platforms and Satisfaction for Online Learning

An exploratory study of translanguaging practices in an online beginner-level foreign language classroom

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