A Working Typology of Intentions Driving Face-To-Face and Online Interaction in a Graduate Teacher Education Course
Charalambos Vrasidas, Western Illinois University, United States
Journal of Technology and Teacher Education Volume 10, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The study examined the intentions driving face-to-face and online interaction in a graduate online course from the meaning perspectives of the teacher and students. Participants in the study were eight students and the teacher of a graduate teacher education course at a southwestern university. The theoretical framework of the study was based on symbolic interactionism and the methodological approach was based on the canons of interpretive research as Erickson (1986) laid them out. Data analysis identified several intentions driving interaction. These included discussing and exchanging ideas, negotiating aspects of the course, providing feedback, gaining access and status in a setting, and socializing. The discussion and data excerpts clearly illustrate that underneath the surface of what, appear as ordinary day-to-day interaction, there are multiple meanings that are constructed and assigned when participants engage in joint action. Those meanings and intentions are what drive interaction.
Vrasidas, C. (2002). A Working Typology of Intentions Driving Face-To-Face and Online Interaction in a Graduate Teacher Education Course. Journal of Technology and Teacher Education, 10(2), 273-296. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/15110/.
© 2002 Society for Information Technology & Teacher Education
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Susan Wegmann, University of Central Florida, United States; Joyce McCauley, Sam Houston State University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 816–821
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