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Who Owns the Floor?: Examining Participation in a Collaborative Learning Scenario Between Student Teachers and Active Professionals in Second Life

Who Owns the Floor?: Examining Participation in a Collaborative Learning Scenario Between Student Teachers and Active Professionals in Second Life

Airong Wang, Anders Steinvall, Mats Deutschmann
Copyright: © 2014 |Volume: 5 |Issue: 1 |Pages: 20
ISSN: 1947-8518|EISSN: 1947-8526|EISBN13: 9781466657281|DOI: 10.4018/ijvple.2014010103
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MLA

Wang, Airong, et al. "Who Owns the Floor?: Examining Participation in a Collaborative Learning Scenario Between Student Teachers and Active Professionals in Second Life." IJVPLE vol.5, no.1 2014: pp.34-53. http://doi.org/10.4018/ijvple.2014010103

APA

Wang, A., Steinvall, A., & Deutschmann, M. (2014). Who Owns the Floor?: Examining Participation in a Collaborative Learning Scenario Between Student Teachers and Active Professionals in Second Life. International Journal of Virtual and Personal Learning Environments (IJVPLE), 5(1), 34-53. http://doi.org/10.4018/ijvple.2014010103

Chicago

Wang, Airong, Anders Steinvall, and Mats Deutschmann. "Who Owns the Floor?: Examining Participation in a Collaborative Learning Scenario Between Student Teachers and Active Professionals in Second Life," International Journal of Virtual and Personal Learning Environments (IJVPLE) 5, no.1: 34-53. http://doi.org/10.4018/ijvple.2014010103

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Abstract

This study investigates the effects of unequal power relations on participation in a group of student teachers and invited professionals in two collaborative workshops in Second Life. The data includes recordings, group reflections, and individual questionnaires. Participation was examined from the aspects of floor space, turn length, and utterance functions and complemented with student reflections. The results show that at a general level, the differences of floor space and turn length between the invited professionals and the students were small. Moreover, the invited professionals did more conversational management than the students, while the students performed more supportive speech acts. There were, however, individual variations.

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