Dialogic Approach to the Analysis of the Meaning-Making Process in a Blended Setting

Autor/inn/en	Beraldo, Rossana; Barbato, Silviane; Ligorio, M. Beatrice
Titel	Dialogic Approach to the Analysis of the Meaning-Making Process in a Blended Setting
Quelle	In: Dialogic Pedagogy, 10 (2022), (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Dialogs (Language); Blended Learning; In Person Learning; Cooperative Learning; Learning Activities; Secondary School Students; Problem Solving; Task Analysis; Newspapers; Internet; Technology Uses in Education; Group Discussion; Teaching Methods; Perspective Taking; Futures (of Society); Video Technology; Meta Analysis; Comparative Analysis; Personal Autonomy; Foreign Countries; Student Attitudes; Computer Mediated Communication; Learning Management Systems; Brazil + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Kooperatives Lernen; Lernaktivität; Sekundarschüler; Problemlösen; Aufgabenanalyse; Newspaper; Zeitung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Zukunftsperspektive; Future; Society; Zukunft; Meta-analysis; Metaanalyse; Individuelle Autonomie; Ausland; Schülerverhalten; Computerkonferenz; Brasilien
Abstract	This paper analyses meaning-making processes in a blended setting--face-to-face interaction and web forum--purposely created for collaborative learning activity. The analysis focuses on one pair out of 14 dyads. The dyad comprises two female students aged 17 and 18 who attended a Brazilian third-year state secondary school. We envisioned intertextuality in a seamless thematic flux using a single theme--about everyday problems in the culture--by two different problem-solving tasks. Task#1 required discussing two polemic reports published in an online newspaper: one in favour of using digital technologies in class, the other against it. Task#2 involved perspective-taking, where students should imagine the school in 20 years. Afterwards, the pair participated in an episodic interview focusing on their participation in both tasks. The interactions were video recorded. To map the meaning-making processes, we applied the dialogic thematic analysis looking for centripetal and centrifugal forces. A semantic map was drawn and discussed. Altogether, the paired and grouped collaborative activities in blended learning promoted authorial production. Our dyad achieved reflective meta-analysis when they compared their viewpoints with the perspective of their colleagues by using justifications and explanations grounded in their production, generating reflexivity and agency in dialogue. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: http://dpj.pitt.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01