Difference between revisions of "Gibson2014"
AndreiKorbut (talk | contribs) m |
AndreiKorbut (talk | contribs) |
||
| Line 10: | Line 10: | ||
|Number=1 | |Number=1 | ||
|Pages=63–83 | |Pages=63–83 | ||
| − | |URL= | + | |URL=https://journals.sagepub.com/doi/abs/10.1177/1750481313503222 |
|DOI=10.1177/1750481313503222 | |DOI=10.1177/1750481313503222 | ||
|Abstract=This article analyses the sequential ordering of multi-modal discussions in real-time online classes in postgraduate education contexts. The article explores the ways that text and verbal talk are organized by the participants as inter-connecting modes of interaction. Focusing on Initiation, Response and Feedback sequences as an example of a form of exchange, the article shows that the interaction was comparatively disorderly where conducted across talk and text modes. For instance, written responses to questions or to encouragement turns often overlapped with verbal answers from other students or with encouragement turns from the tutor. However, through the withholding of speech turns, the close latching of speech to written talk, and the ceasing of written turns at points where the topics or speakers changed, the participants showed a concern with re-establishing sequential order across the modalities. | |Abstract=This article analyses the sequential ordering of multi-modal discussions in real-time online classes in postgraduate education contexts. The article explores the ways that text and verbal talk are organized by the participants as inter-connecting modes of interaction. Focusing on Initiation, Response and Feedback sequences as an example of a form of exchange, the article shows that the interaction was comparatively disorderly where conducted across talk and text modes. For instance, written responses to questions or to encouragement turns often overlapped with verbal answers from other students or with encouragement turns from the tutor. However, through the withholding of speech turns, the close latching of speech to written talk, and the ceasing of written turns at points where the topics or speakers changed, the participants showed a concern with re-establishing sequential order across the modalities. | ||
}} | }} | ||
Latest revision as of 09:04, 11 December 2019
| Gibson2014 | |
|---|---|
| BibType | ARTICLE |
| Key | Gibson2014 |
| Author(s) | Will J. Gibson |
| Title | Sequential order in multimodal discourse: Talk and text in online educational interaction |
| Editor(s) | |
| Tag(s) | EMCA, Education, Multimodality, Online Interaction |
| Publisher | |
| Year | 2014 |
| Language | |
| City | |
| Month | |
| Journal | Discourse & Communication |
| Volume | 8 |
| Number | 1 |
| Pages | 63–83 |
| URL | Link |
| DOI | 10.1177/1750481313503222 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article analyses the sequential ordering of multi-modal discussions in real-time online classes in postgraduate education contexts. The article explores the ways that text and verbal talk are organized by the participants as inter-connecting modes of interaction. Focusing on Initiation, Response and Feedback sequences as an example of a form of exchange, the article shows that the interaction was comparatively disorderly where conducted across talk and text modes. For instance, written responses to questions or to encouragement turns often overlapped with verbal answers from other students or with encouragement turns from the tutor. However, through the withholding of speech turns, the close latching of speech to written talk, and the ceasing of written turns at points where the topics or speakers changed, the participants showed a concern with re-establishing sequential order across the modalities.
Notes
