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Students' web-based actions when linking theory and practice
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
2013 (English)In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 9, no 4, 448-464 p.Article in journal (Refereed) Published
Abstract [en]

This study used representational affordances of IT to trace meaning making as the semiotic actions of training teachers in a web-based educational practice. 18 weeks of asynchronous communications were analysed using Mediated Discourse Analysis. Results showed a process orientation in communication. Students were exposed to a variety of experiences and opinions, helping them to find ways to relate to theory. The link between theory and practice was helped by strategies as:

  • building upon the collective –from I to we
  • introducing a cultural or historical shift
  • making “different” known and shared by the group
  • revisiting earlier established concepts from the course

Results point towards the importance to address design aspects of working with the impact of other’s represented experience and ‘distance’ as representations of actions providing distance to self, practice and thought as pedagogical aspects of the web based environment.

Place, publisher, year, edition, pages
Inderscience , 2013. Vol. 9, no 4, 448-464 p.
Keyword [en]
collaboration, meaning-making, mediated discourse analysis, MDA, participation, professional training, student strategies, higher education, web-based education
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-29056DOI: 10.1504/IJWBC.2013.057220Scopus ID: 2-s2.0-84886483974OAI: oai:DiVA.org:lnu-29056DiVA: diva2:651549
Available from: 2013-09-26 Created: 2013-09-26 Last updated: 2017-12-06Bibliographically approved

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Reneland-Forsman, Linda

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