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Students’ Use of Semiotic Structures in Synchronous Computer-Mediated Communication: An Inter-Scandinavian Study
University West, Department of Economics and IT, Divison of Informatics. (LINA)ORCID iD: 0000-0002-1421-868X
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (LINA)ORCID iD: 0000-0001-5248-771X
Roskilde University, Denmark.
Vestfold University College, NOrway.
2013 (English)In: The European Conference on Technology in the Classroom, Brighton, UK 2013, The European Conference on Technology in the Classroom Conference Proceedings 2013, Nagoya, Japan: The International Academic Forum (IAFOR) , 2013, 150-163 p.Conference paper (Other academic)
Abstract [en]

Synchronous computer-mediated communication is often used as a means to achieve activelearning through collaboration. This paper is based on an ethnographic case study ofsynchronous communication. The synchronous communication is carried out between students in lower secondary school collaborating in a cross-border project involving the native language subjects Danish, Norwegian and Swedish. The project is aimed at promoting the students` Scandinavian inter-comprehension skills. The objective is for the students to use their own native languages in their communication whilst trying to understand the neighbouring languages used by their interlocutors. The aim of this paper is to analyse the students` use of situated semiotic structures in order to solve comprehension difficulties as well as emergent technical problems. In the emergent situations where the students face technical or language-based problems they use an interplay of different semiotic structures. They creatively and spontaneously use oral and written communication in different ways by using smileys, colours, gestures, grimaces, talking slowly and by sending smartphone pictures. Furthermore, they make use of different conversational forms such as online chats, Google Translate, and webcams. Synchronous communication is vulnerable because of the dependency relationship arising between the connected classrooms in different schools and countries. The multiple forms of conversation are dependent on the emergent situation and are dominated by the written mode.

Place, publisher, year, edition, pages
Nagoya, Japan: The International Academic Forum (IAFOR) , 2013. 150-163 p.
Keyword [en]
e-learning and collaborative learning, Integrating e-learning in classroom based, work-integrated learning, WIL
Keyword [sv]
AIL
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
URN: urn:nbn:se:hv:diva-5936ISBN: 2186-229X OAI: oai:DiVA.org:hv-5936DiVA: diva2:698150
Conference
The European Conference on Technology in the Classroom 2013, ECTC 2013
Available from: 2014-02-20 Created: 2014-02-20 Last updated: 2015-06-25Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • Other style
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Language
  • de-DE
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Output format
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