A1 Journal article (refereed)
Mediated learning materials : visibility checks in telepresence robot mediated classroom interaction (2021)

Jakonen, T., & Jauni, H. (2021). Mediated learning materials : visibility checks in telepresence robot mediated classroom interaction. Classroom Discourse, 12(1-2), 121-145. https://doi.org/10.1080/19463014.2020.1808496

JYU authors or editors

Publication details

All authors or editors: Jakonen, Teppo; Jauni, Heidi

Journal or series: Classroom Discourse

ISSN: 1946-3014

eISSN: 1946-3022

Publication year: 2021

Publication date: 03/04/2021

Volume: 12

Issue number: 1-2

Pages range: 121-145

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/19463014.2020.1808496

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77687

Abstract

Videoconferencing is increasingly used in education as a way to support distance learning. This article contributes to the emerging interactional literature on video-mediated educational interaction by exploring how a telepresence robot is used to facilitate remote participation in university-level foreign language teaching. A telepresence robot differs from commonly used videoconferencing set-ups in that it allows mobility and remote camera control. A remote student can thus move a classroom-based robot from a distance in order to shift attention between people, objects and environmental structures during classroom activities. Using multimodal conversation analysis, we focus on how participants manage telepresent remote students’ visual access to classroom learning materials. In particular, we show how visibility checks are accomplished as a sequential and embodied practice in interaction between physically dispersed participants. Moreover, we demonstrate how participants conduct interactional work to make learning materials visible to the remote student by showing them and guiding the ‘seeing’ of materials. The findings portray some ways in which participants in video-mediated interaction display sensitivity to the possibility of intersubjective trouble and the recipient’s visual perspective. Besides increasing understanding of visual and interactional practices in technology-rich learning environments, the findings can be applied in the pedagogical design of such environments.

Keywords: language teaching; classroom work; study material; multimodality; remote participation; video conferences; robots

Free keywords: video-mediated interaction; telepresence robot; learning materials; multimodality; classroom interaction; computer-assisted language learning

Contributing organizations

Related projects

Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 2