Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces

Annaliina GYNNE; Marcus PERSSON

doi:https://doi.org/10.18009/jcer.442499

Makale detayları

Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces

Yazarlar:

Annaliina GYNNE | Marcus PERSSON

Yayıncı:

Tamer KUTLUCA

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

Journal of Computer and Education Research 2018 Vol.6 Issue 12, pp.222-246

Belge Tipi:

Makale

Yayın Tarihi:

12/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000495729

Sıklık:

İki Yıllık

eISSN:

2148-2896

DOI:

https://doi.org/10.18009/jcer.442499

Özet:

 

The purpose of the study is to explore how Swedish lower secondary school teachers manage blended learning environments, established through using a specific learning management system (LMS) application. In the study, four teachers were followed during a four-month (n)ethnographic fieldwork. Based on analyses of data from video-recordings and observations in physical and virtual classrooms, the study examines teachers’ practices of integrating and segmenting the two classroom domains. In order to unpack the realms of these practices, the study employs affordance and boundary theories. Through the analysis of participants’ boundary practices and their use of communicative affordances in and across space and time, four teacher roles, enacted and emerging through teaching practices, are presented. The paper concludes with a discussion of how participants’ engagement with virtual and physical learning environment compels teachers to reflect upon their preferred teacher role in the new multidimensional classrooms.

 


The purpose of the study is
to explore how Swedish lower secondary school teachers manage blended learning
environments, established through using a specific learning management system
(LMS) application. In the study, four teachers were followed during a
four-month (n)ethnographic fieldwork. Based on analyses of data from
video-recordings and observations in physical and virtual classrooms, the study
examines teachers’ practices of integrating and segmenting the two classroom
domains. In order to unpack the realms of these practices, the study employs
affordance and boundary theories. Through the analysis of participants’
boundary practices and their use of communicative affordances in and across
space and time, four teacher roles, enacted and emerging through teaching
practices, are presented. The paper concludes with a discussion of how
participants’ engagement with virtual and physical learning environment compels
teachers to reflect upon their preferred teacher role in the new
multidimensional classrooms.

.

Makale detayları

Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces

Yazarlar: Annaliina GYNNE | Marcus PERSSON

Yayıncı: Tamer KUTLUCA

Ana Başlıklar: Sosyoloji & antropoloji

Dergi: Journal of Computer and Education Research 2018 Vol.6 Issue 12, pp.222-246

Belge Tipi: Makale

Yayın Tarihi: 12/2018

Belge Dili: İngilizce

Document ID (Org No.): 2000495729

Sıklık: İki Yıllık

eISSN: 2148-2896

DOI: https://doi.org/10.18009/jcer.442499

Sayı

Yazarlar:

Annaliina GYNNE | Marcus PERSSON

Yayıncı:

Tamer KUTLUCA

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

Journal of Computer and Education Research 2018 Vol.6 Issue 12, pp.222-246

Belge Tipi:

Makale

Yayın Tarihi:

12/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000495729

Sıklık:

İki Yıllık

eISSN:

2148-2896

DOI:

https://doi.org/10.18009/jcer.442499