 Transformation of educational interactions in a videoconferenceТрансформация образовательных взаимодействий в ситуации видеоконференцииЕрофеева, Maria (Ерофеева, Мария) ()
Working Papers from Russian Presidential Academy of National Economy and Public Administration Abstract: The relevance of the research. The coronavirus pandemic caught the education system by surprise: neither students nor teachers were ready to switch classes to online mode. The high speed of such a transition led to the fact that the teaching formats formed for face-to-face interaction were transferred online "directly", and it quickly became clear that they did not work exactly as it happens in the classroom. How new technologies, being introduced into traditional education, change educational practices? We will study the transformation of situations of educational interactions between university teachers and students in the context of new resources and constraints using the case study method. The aim of the research is to identify the mechanisms of transformation of educational interaction, considering the resources and limitations of the videoconference situation. Research objectives: to describe the main directions of transformation of educational practices related to the spread of technologies in this field; to formulate the main limitations imposed by the situation of interaction in a videoconference; to consider the possibilities of situations of limited (text) interaction; to describe video conference resources that create additional areas of multimodal online interaction. As a result of the study, several conclusions can be formulated: the changes occurring with the maximum restriction of available modalities within university classes are investigated, in particular: the simplest educational sequence IRE (initiation-response-assessment), frames of participation of students and teachers, dynamically created mutually accessible resources (public substrates). In general, educational practices are reproduced even with the maximum limitation of the communicative modality. In other words, they are not radically transformed, but begin to be implemented with modifications. In particular, the IRE sequence does not disappear, but its temporal organization changes. Although printed text provides durability and clarity compared to spoken speech, its very consistency can "overload" the communication channel (filling the board). Thus, combining the concepts of public substrates and the possibilities of communication channels offers a more nuanced understanding of digital interaction. Keywords: interactions in an educational situation; limited interactions; multimodality; frames; public substrates; initiation – response – assessment (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:rnp:wpaper:w202376 Access Statistics for this paper More papers in Working Papers from Russian Presidential Academy of National Economy and Public Administration Contact information at EDIRC. |
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