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Small group interactions and interactions with near‐peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in‐the‐moment learning during interactions by operationalizing it through the lens of discourse change and continuity toward three ends. Using video recordings of students and learning assistants interacting in a variety of contexts including remote, in‐person, and hybrid classrooms in introductory chemistry and physics at two universities, we developed an analytical framework that can characterize learning in the moment of interaction, is sensitive to different kinds of learning, and can be used to compare interactions. The framework and its theoretical underpinnings are described in detail. In‐depth examples demonstrate how the framework can be applied to classroom data to identify and differentiate different ways in which in‐the‐moment learning occurs.
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The participation role of the researcher as a co-operative achievement
In this paper, I examine my role as a researcher doing video-based fieldwork in mainstream classrooms with deaf youths in Iquitos, Peru through the lens of participation frameworks that emerged within moments of situated interaction. While conducting video-based fieldwork, I attempted to primarily occupy the role of a passive participant-observer in order to capture the deaf students’ everyday interactions with minimal interference from the researcher. As I will develop in the paper, it is evident that my status within the classroom participation frameworks was dynamic. While I often was not attended to in the participation framework and positioned as a ratified overhearer of the unfolding interaction, my status could quickly shift as the students and teacher responded to my presence. Moments when my status in the participation framework changed make visible the various roles that I occupied in the classroom, from an observer, to a confidant, to an authority figure. Through interactional extracts, I illustrate how the roles that I occupy in the classroom social ecology are a moment-by-moment co-operative achievement between members of the class and myself.
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- PAR ID:
- 10253535
- Date Published:
- Journal Name:
- Social Interaction. Video-Based Studies of Human Sociality
- Volume:
- 4
- Issue:
- 2
- ISSN:
- 2446-3620
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.7146/si.v4i2.127257
