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06 July 2006
Ask wha e e you like. Teache -pupil in e ac ion in
new i ual lea ning en i onmen s
Sha e his!
Bookma k his
We all g ew up wi h he expe ience o going
o school and lea ning ha we had o ask
pe mission when we wan ed o speak in
class, ha i is he eache who gi es us
pe mission o speak, ha we should no
in e up when adul s ( eache s) a e
speaking. Bu , does he same hing happen
in i ual lea ning en i onmen s as occu s in
ace- o- ace educa ion?
We all g ew up wi h he expe ience o going o school and lea ning ha
we had o ask pe mission when we wan ed o speak in class, ha i is he
eache who gi es us pe mission o speak, ha we should no in e up
when adul s ( eache s) a e speaking. Wha happens in ou educa ion
sys em is ha , whils he child en a in an school a e ee o exp ess
hemsel es, as we go up (?) h ough p ima y, seconda y, baccalau ea e
and uni e si y educa ion, we as pupils lea n he ule ha i is he eache
who es ablishes he hy hm and sequence by which subjec s a e augh .
The eache asks he ques ions and he pupils answe .
Thousands o s udies ca ied ou since he 1970s back up his a i ma ion.
F om Flande s and Landshee e o Bellack, s udies ocusing on wha was
called “ eache -pupil in e ac ion analysis” he esul s ha e consis en ly
shown ha , in he class oom, eache s speak mo e han he pupils, ha
hey ask mo e ques ions and ha he ole assigned o pupils is ha o
ollowing he eache ’s e bal discou se as he o she discusses he subjec
a hand. In a 1996 s udy, o ins ance, Shuell ound ha e ec i e eache s
a e hose ha , amongs o he hings, gi e pupils ime o hink abou hei
answe s o ques ions, s uc u e hei eaching well o ensu e ha pupils
lea ned, a e edundan in hei explana ions, answe pupils ques ions, e c.
Th oughou my expe ience as eache and esea che , I ha e had occasion
o co obo a e hese indings. Howe e , o e he las eigh yea s my
in e es has lain in s udying eaching and lea ning p ocesses in i ual
aining en i onmen s. Wi h my eam, I di ec he e-Lea ning Mas e s and
Expe cou se a he Uni e si y o Se ille (h p://p ome eo.us.es/mas e ),
as well as engaging in o he ac i i ies conce ned wi h ha nessing he
po en ial ha e-lea ning o e s o enhancing aining (see he Hé cules
websi e: h p://p ome eo.us.es).
The ques ion we ha e been asking in ou ecen wo k is: does he same
hing happen in i ual lea ning en i onmen s as occu s in ace- o- ace
educa ion? A e we ep oducing he same old adi ional pa e ns as
ega ds o ganising and managing discou se and in e ac ion in he new
lea ning en i onmen s? To answe hese ques ions, we ha e ca ied ou a
conside able numbe o s udies in ecen yea s, hough he e is no
su icien space he e o lis hem all. In e es ed eade s a e di ec ed o
ano he a icle we ha e published (Ma celo and Pe e a, 2004).
Analysis o asynch onous in e ac ion in e-lea ning
The s udy we p esen is based on analysis o he messages sen o he
discussion o ums o en e-lea ning cou ses we ha e o ganised a he
Uni e si y o Se ille. All ou e-lea ning cou ses a e de eloped h ough he
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06 July 2006
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2/10/2015 Ask wha e e you like. Teache -pupil in e ac ion in new i ual lea ning en i onmen s | Open Educa ion Eu opa
h p://www.openeduca ioneu opa.eu/en/a icle/Ask-wha e e -you-like.-Teache -pupil-in e ac ion-in-new- i ual-lea ning-en i onmen s 2/4
LMS WebCT pla o m, which enables us o se up such o ums as pa o
ou e-lea ning cou ses. A o al o 217 s uden s ha e aken pa in hese
cou ses, which ha e in ol ed 29 u o s.
A o al o 2,037 messages we e sen o he o ums linked o he 10
cou ses, dis ibu ed as in he Figu e abo e. Analysis o his Figu e shows,
i s ly, ha eache s do no speak mo e han hei pupils in e-lea ning
cou ses. On he con a y, he pe cen age o pupil-gene a ed messages is
conside ably highe han ha gene a ed by eache s: 66% o messages
we e sen by pupils compa ed o 34% sen by u o s.
To analyse hese messages, we d ew up a sys em o ca ego ies based on
he model de eloped by Ga ison and Ande son (2003), which es ablishes
h ee main elemen s o dimensions in analysing online in e ac ion: Social,
Cogni i e and Teaching P esence. Based on hese h ee dimensions and
some o he subca ego ies hese au ho s es ablished, we p oceeded o
gene a e ou own ca ego isa ion sys em. This sys em o ca ego ies was
de eloped semi-induc i ely: we c ea ed a i s sys em based on he model
es ablished by Ga ison and Ande son (2003); we gene a ed he
subca ego ies hese au ho s used in hei esea ch; we selec ed wo o
ou o ums o ini ially apply he i s sys em o ca ego ies; ou esea ch
eam o h ee codi ied each o he h ee o ums independen ly ( he coding
uni chosen was he comple e message); he eam o codi ie s, who had
ca ied ou he ask o coding independen ly me o pool and compa e he
codings hey had made; encoun e ing new si ua ions ha could no be
included in any o he ini ial ca ego ies, we es ablished a new ca ego y;
we hen p oceeded o codi y all he messages.
As we ha e men ioned, he Social Dimension includes e e y hing bo h
pupils and eache s say ha helps o c ea e a g oup dynamic, p omo ing
social ela ions, exp essing emo ions and enabling he g oup o pupils o
a i m i sel as such.
Wi hin he Social Dimension, we obse e e e ences ha migh be
classi ied as conce ning cohesion. This ca ego y includes in e en ions in
which he g oup iden i y appea s in exp essions such as: us/you, he
g oup, companions, e c. I also includes such in e en ions as
in oduc ions, g ee ings, welcomes, goodbyes, e c, ha is o say,
o mali ies used in communica ion by g oups. We can ind h ee ypes o
in e en ion in his ca ego y: hose in which he speake shows hei
iden i ica ion wi h he g oup by such exp essions as “Us”, “You”, “The
G oup”, “Companions”, e c; in e en ions in which he speake uses
communica ion o mali ies o in oduce, g ee and welcome; and hose in
which he speake oices que ies and/o p oposals o he g oup as a
whole in ela ion o subjec s which may o may no be ela ed o he
cou se.
Discussion o ums a e no only spaces o social encoun e s. They also play
an impo an ole by p o iding a space in which u o s and pupils can
in e ac wi h he pu pose o lea ning. And as a space o encoun e in he
lea ning p ocess in i ual o ums, as in ace- o- ace classes, eache s and
pupils in e ac , ask ques ions, pu o wa d ideas, answe ques ions, e c.
Fo his eason, a dimension is needed in o de o analyse such p ocesses
om he educa ional poin o iew.
As ou basis o s udying he pedagogical mo es o ac s o o um
pa icipan s, we ook Bellack’s wo k (ci ed in Ma celo, 1995), which ocused
on analysing in e ac ions be ween eache s and pupils in ou di e en
ypes o eaching mo es: S uc u ing, Solici ing, Responding and Reac ing.
Each o hese mo es in discou se a e de ined in he ca ego isa ion sys em
and a e de ined as ollows:
The objec i e o S uc u ing mo es is o ini ia e in e ac ion, o launch a
new subjec . These a e mo es ha can be made ei he by eache s o
pupils.
Solici ing o ques ioning mo es a e in e en ions by u o s o pupils
eques ing in o ma ion and in he expec a ion o in e en ion by ano he
pe son.
Responding mo es a e p oduced as a consequence o an in e oga i e
2/10/2015 Ask wha e e you like. Teache -pupil in e ac ion in new i ual lea ning en i onmen s | Open Educa ion Eu opa
h p://www.openeduca ioneu opa.eu/en/a icle/Ask-wha e e -you-like.-Teache -pupil-in e ac ion-in-new- i ual-lea ning-en i onmen s 3/4
ha has been aised.
Reac ing mo es a e in e en ions conce ning modi ica ions o e alua ions
o in e en ions made ea lie , cla i ying, summa ising o expanding upon
ea lie s a emen s.
We s ess pa icula ly he ou mo es desc ibed abo e because hey a e,
as we can see in he Figu e, hose ha a e mos epea ed. We can also
obse e ha u o s a e hose ha make he mos in e en ions in he
S uc u ing mo e ca ego y, hough he numbe o ini ia ing mo es s a ed
by pupils is no lowe . We can also see ha pupils ask he mos ques ions,
hough i is in e es ing o no e ha he e is a simila numbe o answe s o
ques ions by u o s and pupils. This sugges s ha pupils also play a ole
as p o ide s o knowledge which he make a ailable o he o he pupils on
he cou se.
Some conclusions
Wi h all he b e i y ha an a icle o his ype calls o , we ha e a emp ed
o p esen da a on a line o esea ch ha is gene a ing in o ma ion and
knowledge abou how eache -pupil in e ac ion p ocesses ake place in
i ual lea ning spaces. This in o ma ion shows ha , unlike wha occu s in
ace- o- ace aining, in e-lea ning eache s speak and in e ene less han
hei pupils; ha p ocesses aimed a di ec ing and s uc u ing discou se
gene ally, hough no exclusi ely, emana e om eache s; ha pupils
espond o as many ques ions as eache s, and ha hey do no wai o
pe mission o in e ene. All his enables us o s a e ha i ual lea ning
spaces do p o ide new ision and possibili ies o de elop mo e inno a i e
lea ning p ocesses ha a e mo e in consonance wi h he way adul s lea n.
This is a subjec ha we de elop ex ensi ely in ou ecen e-book
(Ma celo, 2006): as long as we a m ou sel es wi h he minimum sensi i i y
equi ed o make ull use o his new oppo uni y o gene a e a ue
lea ning en i onmen , hen e-lea ning can o e us he oppo uni y o
use ully ans o m adi ional eaching and aining p ac ices.Re e ences
Ga ison, D. & Ande son, T. (2003). E-lea ning in he 21 Cen u y. A
amewo k o esea ch and p ac ice. London, Rou ledge.
Ma celo, C. (1995). Desa ollo P o esional e Iniciación a la Enseñanza.
Ba celona: PPU.
Ma celo, C., e al. (2002). E-lea ning-Tele o mación. Diseño, desa ollo y
e aluación de la o mación a a és de In e ne . Ba celona: Ges ión
2000.
Ma celo, C. y Pe e a, V. (2004). Ap ende con o os en la ed. El análisis
de los o os de deba e como espacio de comunicación asinc ónica.
Bo dón Vo. 56, Nos. 3 y 4, pp. 533-558.
Ma celo, C. (2006). (Coo d.). P ác icas de e-lea ning, Ba celona,
Oc aed o.
Shuel, T. (1996). Teaching and lea ning in a class oom con ex , en D.
Be line and R. Cal ee (Eds.) Handbook o Educa ional Psychology,
Macmillan, New Yo k, pp. 726-764.