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- Dafgård, Lena, 1958
(författare)
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Digital Distance Education – A Longitudinal Exploration of Video Technology
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The context of this thesis is digital distance education. Distance education has developed from correspondence courses, based on letters sent by mail between student and teacher, to digital distance education with interactive video classes from anywhere, as long as a computer/tablet/smartphone and an Internet connection are available. The development of technology, particularly with the introduction of the Internet, has completely changed the possibilities for teaching, learning, interaction, and communication at a distance. Many technologies can be used in distance education, but this thesis aims to: Better understand the possibilities and limitations of video in digital distance higher education. The research has three elements of analysis: 1) video technology, 2) distance courses, and 3) distance teachers. Each allows a focus on how distance courses with video are designed and on teachers’ perspectives on the use of video in distance education. The first focus on course design is examined through two research questions. RQ1 asks, How is digital video used in distance higher education? When teachers design distance courses with digital video; a) which categories of video are used or not used? b) how much are these categories used? c) why are they used or not used? And d) how are they used? Complementing RQ1, RQ2 asks, How do course designers respond to the possibilities and limitations of video for distance higher education? Addressing the second focus of the thesis on teacher perspectives, RQ3 asks, What are the teacher’s attitudes and perceptions about the use of digital video in distance higher education? With a comprehensive literature review as a foundation, the results of this thesis include a classification system with two main categories; recorded and live video that is developed and used to orient an empirical investigation. The data for this investigation was collected through a national web-based questionnaire. Then, based on the survey, a specific higher education institution was selected for an interview study with teachers using video conferencing in distance courses in Teacher education. Interaction and communication are central concepts in this thesis, and the analytical lens combines the socio-cultural perspective and the theory of affordances. The results indicate that across types, video is mostly used as a supplement to other resources. Further, a correspondence is found concerning, on the one hand, teachers’ experience of distance education and participation in in-service training, and on the other hand, their use of video in teaching. In general, the most reported reasons why teachers do not use video are that it does not bring anything and takes too much time. Many of the constraints that teachers perceive are related to time; e.g. competition between an ambition to teach according to a student-centred approach but also a strong feeling of responsibility of delivering content to students. The technology of video has the affordances of mediating a teaching and learning environment similar to the one in the classroom, but conditions such as large groups or many students and the difficulty of perceiving non-verbal signals through video, affect the communication situation negatively and reduce possibilities of interaction. As a systematic study investigating the mainstream use of technology and media, this thesis contrasts with many other studies, which are often relatively small and local in nature, conducted by enthusiastic teachers investigating the use of one specific technology. The results show how the mainstream use of technologies such as video change conditions for distance teaching and influence how we think and interact with others and our environment.
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- Stub Nybelius, Marit, 1972-
(författare)
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Förhandling pågår : en studie av internationella skidförbundets (FIS) medialisering
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to problematise and illustrate mediatisation of the International Ski Federation (FIS). To fulfil this purpose, I based my work on the following questions:1. What perceptions do sport journalists and those within the FIS have of the relationship between the FIS and the media? 2. How, and in which case where, within the FIS is it apparent that the FIS has been mediatised? 3. How does the FIS view media in its internal and external communication? 4. What is felt to be the reason behind the introduction of new rules and changes to rules in ski jumping and cross-country skiing?5. What form does mediatisation take in relation to competitions at the international elite level? I have employed several methods of analysis because my aim is to respond to the question in a number of ways. The result of this is that the studies are characterised by triangulation on a number of levels in my pursuit of high reliability.To achieve the purpose of this thesis and to provide a picture of the research situation, I present former research on the process of mediatisation in this thesis, which also includes theories on news values and media logic.Based on the results and on prior research, I have developed a model with functions to make visible how much a sport has been mediatised and how strongly it has been mediatised. More interesting still is that the perception is that the media also at times has power. Yet it need not be media influence that leads to a sport organisation changing its rules; it may simply be the perception of media influence. The results of the thesis confirm that the FIS is in a process of mediatisation in which there are ongoing negotiations between the FIS and the media – negotiations that are different in character and in which there are situations whereby both the FIS and the media gain something from the negotiation as well as whereby one is parasitic on the other. The FIS appears to be a sport organisation that is familiar with the media, meaning that the media is important to its work and something it must constantly relate to. So that we in the future can continue to understand the development of sport and of what influences sport, I see the continuation of studying mediatisation in relation to sport as important.
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- Aida Niendorf, Mariya, PhD
(författare)
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Methodological challenges in multimodal analysis of synchronous digital intercultural communication : The case of Swedish-U.S. online exchanges using Japanese as a lingua franca
- 2022
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Konferensbidrag (refereegranskat)abstract
- While synchronous online telecollaboration has been gaining popularity in foreign language education over the past few decades, both Multimodal Communicative Competence and Intercultural Communicative Competence have become increasingly important as a result of many educational institutions, business establishments, and governmental organizations being forced by the COVID-19 pandemic to switch their means of communication to online video conferencing systems.Although access to digital communication technology and tools allow more people to be part of intercultural communicative exchanges, it is suspected that a considerable amount of miscommunication is caused by mis- or non-understanding of the variety of modes used in synchronous digital communication due to differences in interlocutors’ linguistic and cultural backgrounds, which can affect verbal and prosodic elements such as speed, pitch, and intonation as well as non-verbal dimensions such as facial expressions, gaze, and gestures together with spatial aspects and the positioning of participants in the video frame.Existing methods of multimodal analysis of digital communication often deal with monolingual situations. Even in cases of analysis of intercultural communication, at least one of the participating parties use their native language. The current study intends to fill the research gap seen in methodological issues concerning the analysis of multimodal, and (specifically) synchronous, digital intercultural communication when a non-native language is used by all participants as a lingua franca. To this end, methodological implications of multimodal analysis of synchronous digital intercultural interactions between Swedish and U.S. participants using Japanese as a lingua franca were explored, highlighting challenges that surfaced during the analysis of the data gathered for a separate study of identity development through online telecollaboration and focusing especially on the problems that may arise when a third language is used as means of communication between non-native speakers.
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- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Learning on-the-go in institutional telecollaboration : Anthropological perspectives on the boundaries of digital spaces
- 2015
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Ingår i: Researching Language Learner Interaction Online. - Texas State University : CALICO. - 9780996316507
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Bokkapitel (refereegranskat)abstract
- As Digitally Mediated Communication increasingly becomes a dimension of everyday life across the globe, a greater number of individuals have access to newer ways of engaging in learning practices on-the-go. Learning here, i.e. in institutionalized educational settings like the videoconferencing program Adobe Connect explicitly can be conceptualized in terms of participation in distributed networks of relationships across both physical geopolitical as well as virtual spaces.The study presented here is interested in (i) examining the nature of languaging ‘in situ’ in digital institutional learning settings like virtual classroom, including the types of practices that unfold at the boundaries of different glocal communities, and (ii) throwing light upon the relationship(s) between the openness and parallel closure of online glocal spaces. We draw upon ethnographic data from a project at the CCD[1] research group in Sweden. Our anthropologically framed study takes sociocultural and postcolonial perspectives as points of departure and focuses upon screen recordings of online sessions of an Italian for Beginners course (80 hours) offered by a Swedish university.Sociocultural and postcolonial perspectives on culture, language and identity allow us to empirically investigate how students in cyber communities negotiate and co-construct SpaceTime as a single dimension during the institutionally framed agenda of an online language course focused in this study. We argue that in order to understand and empirically study such encounters (or sites of engagement) it is fruitful to use the epistemological lenses of TimeSpace as well as the postcolonial concepts of Third Space and Hybridity. This allows us an analytical shift in focus, from what happens inside a space or a community, to what occurs at the boundaries, in-between (virtual) spaces.Our results highlight the need to focus the distributed-discursive and the discursive-technological constitution of participants’ worlds i.e. humans-in-concert-with-artifacts in the shared space(s) of the virtual classroom, where the boundaries of what is real-tangible and what is curtailed-obscure become both fluid-diffuse and concrete-tangible. Dismantling notions of one nation-one language, facilitated by emerging media practices, it is suggested, also challenges dominant language ideologies based on monolingual-monomodal communication.[1]www.oru.se/humus/ccd/
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- Beers Fägersten, Kristy, et al.
(författare)
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Multimodal Communication and Meta-Modal Discourse
- 2010
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Ingår i: Handbook of Research on Discourse Behavior and Digital Communication. - Hershey, PA : Information Science Reference. - 9781615207732 ; , s. 145-163
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Bokkapitel (refereegranskat)abstract
- This chapter presents an analysis of recordings of workplace interactions conducted with videoconferencing software. Video-conferencing offers users the widest variety of channels, or modes, of interaction, combining video with voice chat, text chat, whiteboard capabilities and collaborative document manipulation. The video-conferencing environment is therefore conducive to multimodal communication, defined in this chapter as the collaborative use of any one of these modes or combination of modes within one communicative event. The standard form of multimodal communication is a combination of video, voice chat and whiteboard application. The use of other modes is shown to reflect distinct communicative functions. Communicating via multiple modes can be technologically demanding and consequently affect usability, potentially necessitating the use of meta-modal language among video-conference participants. Overtly attending to the modes of communication during online interaction is therefore shown to be part and parcel of video-conferencing, serving to initiate repairwork and facilitate the progression of communication.
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- Beers Fägersten, Kristy
(författare)
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Using discourse analysis to assess social co-presence in the video conference environment
- 2010
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Ingår i: Cases on Online Discussion and Interaction: Experiences and Outcomes. - Hershey, PA : Information Science Publishing. - 9781615208630 - 9781615208647
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, I analyze computer-mediated communication in the form of online, synchronous, professional discourse in the multimodal video conference environment with the aim of assessing social co-presence (Kang et al., 2008). I argue for the applicability of discourse analysis methodology by presenting extracts of video conference communication which illustrate how talk-in-interaction contributes to or threatens the three elements of social co-presence: co-presence, social richness of the medium, and interactant satisfaction. Examples of interaction illustrate how disruptions in mediation serve to threaten co-presence by isolating interlocutors, how multiple modes of communication are exploited to ground participants in a shared communicative environment thereby establishing social connectedness, and how multimodal communication allows for iconic or paralinguistic support of the discursive expression of emotional stance. The chapter concludes with feature recommendations for video conference software development from the perspective of social co-presense.
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| 10. |
- Elf, Marie, 1962, et al.
(författare)
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The built environment and its impact on health outcomes and experiences of patients, significant others and staff—A protocol for a systematic review
- 2020
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Ingår i: Nursing Open. - : Wiley. - 2054-1058. ; 7:3, s. 895-899
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Tidskriftsartikel (refereegranskat)abstract
- Aim: This review will identify, evaluate and synthesize the literature related to evidence-based design of healthcare environments and to identify impacts of the built environment on the outcomes and experiences of patients, significant others and staff. Design: A mixed-method systematic review of literature 2010–2018. Methods: Database searches for evidence in peer-reviewed journals will be conducted electronically using CINAHL, Medline, SCOPUS and Web of Science. Abstract, full-text screening and data extraction will be completed independently by the reviewers. Quality assessment will follow Swedish Agency for Health Technology Assessment and Social Services Assessment. Results: This review will offer knowledge for informed decisions about the design of the healthcare environment. The review is comprehensive, includes a large volume of literature various research designs and will highlight the knowledge gap in evidence-based design and provide a breadth of knowledge about the built environments and its impact on health and well-being.
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