You are here:

A Working Typology of Intentions Driving Face-To-Face and Online Interaction in a Graduate Teacher Education Course
Article

, 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

Abstract

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.

Citation

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 December 15, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.