Noticing-prefaced recoveries of the interactional space in a video-mediated business meeting

Abstract

Drawing on conversation analysis and authentic data from a video-mediated multiparty meeting, this study investigates the sequential and temporal organisation of recoveries of the interactional space. It focuses on moments in which either an auditory or a visual barrier emerges, and the participants orient to these troubles through intensified bodily-visual displays: embodied noticings. The analysis illustrates noticing-prefaced recoveries of the interactional space as procedural and multimodal accomplishments that require close attentiveness to the co-participants’ verbal and visual conduct and to the contingencies of the meeting. The study highlights not only the affordances of video-mediated settings, but also the consequences that asymmetric access to the distributed environments can have for the organization of actions.

Noticing, monitoring and observing: Interactional grounds for joint and emergent seeing in UN military observer training

“…It is therefore not the first element in a sequence, but the second, functioning "retroactively" (Schegloff, 2007: 219). Noticings can register features in the surroundings that prompt a transition to a new activity (e.g., Deppermann, 2014;Harrison and Williams, 2017;Kamunen and Haddington, 2020;Nevile, 2004) or identify a problem that leads to a shift in orientation and recovery in action (e.g., Keisanen, 2012;Oittinen, 2020). Noticing actions can be accomplished as verbal or embodied actions (e.g., with a pointing gesture or by turning one's head) e or as a combination of both.…”

“…Noticing actions can be accomplished as verbal or embodied actions (e.g., with a pointing gesture or by turning one's head) e or as a combination of both. Noticings can also be embedded into a diverse range of different activities (see, e.g., Helisten, 2019;Keisanen, 2012;K€ a€ ant€ a, 2014;Oittinen, 2020;Rauniomaa et al, 2018).…”

“…Furthermore, noticing actions often occur in a disjunctive position, interfering with another ongoing course of action (see Haddington et al, 2014). In such cases, securing a response from a participant, especially if they are reluctant to suspend their involvement in the parallel activity, may require extra work (Goodwin and Goodwin, 2012: 275;Oittinen, 2020).…”

Shall We All Unmute? A Conversation Analysis of Participation in Online Reflection Sessions for General Practitioners in Training

“…The shift from co-present to online education has consequences for the types of interaction that can take place. Researchers have reported on the challenges of distanced, lagged, internet-dependent communication (e.g., Seuren et al 2020) while others have described the affordances of video-mediated settings (e.g., Oittinen 2020). In this paper, we focus on an aspect of the new environment that is key to engagement in education: participation.…”

“…Yet, the visual affordances of the online environment also allow for multiple and simultaneous ways of participation. As such, the technology is a resource that participants can use to construct an interactional space that provides for the activities at hand (Hansen 2020;Mondada 2007;Oittinen 2020).…”