Navigating the Challenges and Opportunities of Teacher-Student Dialogue in Video-Conferencing Lessons: A Design-Based Research Study

• In Event: Technology Adoption and Online Learning

Abstract

This study explores the potential of videoconferencing (VC) to facilitate interactive and collaborative learning. Conducted as a participatory Design-Based Research project, it involved collaboration with two secondary science teachers from the UK and Mexico as co-investigators. By employing an in-depth multimodal analysis of 10 VC lessons using ELAN software, the research assessed a Teacher Professional Development (TPD) program designed to leverage VC's features for dialogic learning. Findings indicate that while VC can facilitate rich, equitable, inclusive dialogues through technical affordances (e.g., multimodality, adjustable privacy levels), it also presents challenges, such as the need to vocalize non-oral contributions. The study emphasizes the importance of teacher-led interventions in facilitating effective digital communication and integrating diverse contributions, suggesting enhancements for future TPD programs.

Author

• Dongkeun Han, University of Cambridge