Ask whatever you like. Teacher-pupil interaction in new virtual learning environments

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 1/4 An ini ia i e o he Abou his po al Legal No ice Con ac Us Sea ch English (en) Czech (cs) Danish (da) Ge man (de) Bulga ian (bg) Es onian (e ) G eek (el) Spanish (es) F ench ( ) I alian (i ) La ian (l ) Li huanian (l ) C oa ian (h ) Hunga ian (hu) Mal ese (m ) Du ch (nl) Polish (pl) Po uguese (p ) Romanian ( o) Slo ak (sk) Slo enian (sl) Finnish ( i) Swedish (s ) Pos con en ▼ Login The ga eway o Eu opean inno a i e lea ning MOOCs Cou ses Resou ces Ins i u ions Find G oups Blogs Membe s E en s Sha e eL Pape s EU P ojec s News A icles In-dep h << Re u n o a icles 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 66423 Visi s en, es, , de Visi s Languages 06 July 2006 Schools Highe Educa ion T aining & Wo k Lea ning & Socie y Ou comes Spain Uni e si y o Se illa Condi ions o achie ing communica ion, in e ac ion and collabo a ion in e-lea ning en i onmen s How can I suppo a web o be weenness h ough in o ma ion and communica ions echnology (ICT) The Design o Online Discussions o achie e good lea ning esul s Publica ion Da e A ea o in e es : Tags Coun y Links Rela ed con en Pos con en ▼ OEE Edi o ial pos ed D . Ebba Ossiannilsson on he impo ance o Open Educa ion Eu opa in blogs LATEST MEMBERS ACTIVITY Robe Schuwe commen ed on OER Resea ch Hub publishes da a epo s on he impac o OER use on eaching and lea ning Sign up! C ea e & sha e con en Discuss wi h pee s & expe s Recei e he mon hly newsle e Join us! The Eu opean MOOCs sco eboa d 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.