Multimodal Student Interaction Online: An Ecological Perspective

Autor/in	Berglund, Therese Ornberg
Titel	Multimodal Student Interaction Online: An Ecological Perspective
Quelle	In: ReCALL, 21 (2009) 2, S.186-205 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344009000184
Schlagwörter	Feedback (Response); Interaction; Holistic Approach; Student Participation; Design; Correlation; Interpersonal Communication; Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Internet; Educational Technology; Computer Software; Distance Education; Interactive Video; Teleconferencing + Suchen Sie Ihr Suchwort? Interaktion; Holistischer Ansatz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Korrelation; Interpersonale Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Interaktives Video; Telekonferenz
Abstract	This article describes the influence of tool and task design on student interaction in language learning at a distance. Interaction in a multimodal desktop video conferencing environment, FlashMeeting, is analyzed from an ecological perspective with two main foci: participation rates and conversational feedback strategies. The quantitative analysis of participation rates shows that as far as verbal interaction is concerned, multimodality did not have an equalizing effect in this context, contradicting previous research on multimodal student interaction. Additionally, the qualitative analysis of conversational feedback strategies shows that whereas some multimodal strategies were employed, the students did not manage to fully act upon the communicative affordances of the tool, as the feedback ratio during and after the often long broadcasts was relatively low. These findings are related to task and tool design and the article discusses how design improvements in these areas might result in a more constructive language learning ecology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10