Manejo de emociones negativas en el aprendizaje colaborativo en línea: enfoque multimodal para resolver dificultades técnicas

Número

Descargas

Visitas a la página del resumen del artículo:  636  

DOI

https://doi.org/10.25267/Pragmalinguistica.2020.i28.01

Información

Artículos
10-27
Publicado: 01-12-2020
PlumX

Autores/as

Resumen

El propósito de este artículo es identificar cómo los participantes manejan las dificultades técnicas durante el aprendizaje colaborativo en línea. Analizamos el marco de participación en un corpus compuesto por 30 horas de aprendizaje colaborativo en línea entre estudiantes de una universidad andina, su profesor y expertos internacionales. Presentamos una interacción multimodal del lenguaje verbal y corporal en una actividad de colaboración para el análisis momento a momento de la interacción social que evoluciona. También nos enfocamos en las formas en que los participantes interactúan con sus palabras y su expresión no verbal, utilizando el análisis de conversación. Hemos observado cómo las dificultades técnicas generan malestar social y emociones negativas entre participantes. Nosotros describimos cómo se muestran las emociones negativas en diferentes contextos y cómo los usuarios resolvieron esto durante el aprendizaje colaborativo en línea.

Palabras clave


Descargas

Los datos de descargas todavía no están disponibles.

Cómo citar

Belli, S. (2020). Manejo de emociones negativas en el aprendizaje colaborativo en línea: enfoque multimodal para resolver dificultades técnicas. Pragmalingüística, (28), 10–27. https://doi.org/10.25267/Pragmalinguistica.2020.i28.01

Citas

BARNES, R. (2007): “Formulations and the facilitation of common agreement in meetings talk”, Text & Talk-An Interdisciplinary Journal of Language, Discourse Communication Studies, 27(3), pp. 273-296.

BECVAR, A.; HOLLAN, J. & HUTCHINS, E. (2008): “Representational gestures as cognitive artifacts for developing theories in a scientific laboratory”, Resources, Co-Evolution and Artifacts, London: Springer, pp. 117-143.

BORGES SÁIZ, F. (2005): “La frustración del estudiante en línea. Causas y acciones preventivas”, Digithum, 7, pp. 1-18.

CANTÓ-MILÀ, N. (2016): “Emotions from a relational perspective”, Digithum, 18, pp. 23-42.

DAFT, R. & LENGEL, R. (1984): “Information richness: A new approach to managerial behavior and organizational design”, B. Straw y L. Cummings (coord.), Research in organizational behavior, Greenwich, CT: JAI Press, pp.191-223.

DUNCAN, S. (1972): “Some signals and rules for taking speaker turns in conversation”, Journal of Personal and Social Psychology, 23, pp. 283-292.

DZIUBINSKA, M. & OPOKA, J. (2007): “The online student as a driving force in the transformation of the Polish Virtual University”, Digithum, 9, pp. 1-13.

FORTUNATI, L. & VINCENT, J. (2009): “Introduction”, Electronic emotion. The mediation of emotion via information and communication technologies. Bern: Peter Lang, pp. 1-31.

GARFINKEL, H. (1967): Studies in Ethnomethodology, New York: Prentice Hall.

GOFFMAN, E. (1979): “Footing”, Semiotica, 25(1-2), pp. 1-30.

GOODWIN, C. (1979): “The interactive construction of a sentence in natural conversation”, Everyday language: Studies in ethnomethodology, 97, pp. 101-121.

GOODWIN, M. H. (1980): “Processes of mutual monitoring implicated in the production of description sequences”, Sociological inquiry, 50(3‐4), pp. 303-317.

GOODWIN, C. (1981): “Conversational organization: Interaction between speakers and hearers”, London: Academic Press.

GOODWIN, C. (2000): “Action and embodiment within situated human interaction”, Journal of pragmatics, 32(10), pp. 1489-1522.

GOODWIN, C. (2003): “Pointing as situated practice”, Pointing: Where language, culture and cognition meet, 41, pp. 217-241.

GOODWIN, C. (2007): “Participation, stance and affect in the organization of activities”, Discourse & Society, 18(1), pp. 53-73.

GOODWIN, C. & GOODWIN, M.H. (2004). “Participation”, A. Duranti (coord.) A Companion to Linguistic Anthropology, Oxford: Basil Blackwell, pp. 222-243.

HARA, N. & KLING, R. (1999): “Students’ frustration with a web-based distance education course”, First Monday, 4, pp. 12-31.

HEATH, C. (1997), “The analysis of activities in face to face interaction using video”, Qualitative research: Theory, method and practice, 94, pp. 183-200.

HERITAGE, J. (2002), “The limits of questioning: Negative interrogatives and hostile question content”, Journal of pragmatics, 34(10), pp. 1427-1446.

HERITAGE, J., SEFI, S. (1992): Talk at work, Cambridge: University Press.

HOCHSCHILD, A. (1979): “Emotion work, feeling rules and social structure”, The American Journal of Sociology, 85, pp. 551–575.

HUTCHBY, I. (2005): Media talk: Conversation analysis and the study of broadcasting. London: McGraw-Hill Education.

KAYE, A. R. (1992): Collaborative learning through computer conferencing. London: The Najaden Papers.

KENDON, A. (1985): “Some uses of gesture”. O.Tannen y M. Saville-Troike (coord.), Perspectives on silence, Norwood, NJ: Ablex, pp. 215–234.

KENDON, A. (1995): “Gestures as illocutionary and discourse structure markers in Southern Italian conversation”, Journal of pragmatics, 23(3), pp. 247-279.

MACDONALD, J. (2003): “Assessing online collaborative learning: process and product”, Computers & Education, 40(4), pp. 377-391.

MCCONNELL, D. (1994): Implementing computer supported co-operative learning, London: Kogan Page.

MERINO, L. (2017): “Sobre el apego emocional a los teléfonos móviles en la vida cotidiana”, Digithum, 19, pp. 37-46.

MONDADA, L. (2006): “Participants’ online analysis and multimodal practices: projecting the end of the turn and the closing of the sequence”, Discourse studies, 8(1), pp. 117-129.

NARDI, B. et al. (1996), “Video-as-Data: Technical and Social Aspects of a Collaborative Multimedia Application”, Computer Supported Cooperative Work, 4, pp.73-100.

O’CONAILL, D. et al. (1993), “Conversations over video conferences: An evaluation of the spoken aspects of video-mediated communication”, Human-Computer Interaction, 8, pp. 398-428.

OCHS, E. (1979), “Transcription as theory”, Developmental pragmatics, 10(1), pp. 43-72.

PERÄKYLÄ, A. (2004), “Two traditions of interaction research”, British Journal of Social Psychology, 43(1), pp. 1-20.

PERÄKYLÄ, A. & RUUSUVUORI, J. (2006), “Facial expression in an assessment”, Video analysis methodology and methods, 2, pp. 1-19.

PERÄKYLÄ, A.; ANTAKI, C.; VEHVILÄINEN, S., & LEUDAR, I. (2008): Conversation analysis and psychotherapy. Cambridge: Cambridge University Press.

ROSSANO, M. J. (2012): “The essential role of ritual in the transmission and reinforcement of social norms”, Psychological Bulletin, 138(3), pp. 529-539.

RUUSUVUORI, J. (2001): “Looking means listening: coordinating displays of engagement in doctor–patient interaction”, Social science & medicine, 52(7), pp. 1093-1108.

SACKS, H.; SCHEGLOFF, E. A. & JEFFERSON, G. (1974): “A simplest systematics for the organization of turn-taking for conversation”, Language, 82, pp. 696-735.

SCHEGLOFF, E. A. (1968): “Sequencing in conversational openings”, American anthropologist, 70(6), pp. 1075-1095.

SERRA, J. (2015): “A New Approach to Relationships in Live Music: Redefining Emotional Content and Meaning”, Digithum, 17, pp. 11-19.

STIVERS, T. & SIDNELL, J. (2005): “Introduction: multimodal interaction”, Semiotica, 156, pp. 1-20.

TIITINEN, S. & RUUSUVUORI, J. (2014): “Using Formulations and Gaze to Encourage Parents to Talk About Their and Their Children's Health and Well-Being”, Research on Language and Social Interaction, 47(1), pp. 49-68.

TOMASELLO, M. (1999): “The human adaptation for culture”, Annual review of anthropology, 32, pp. 509-529.

WEISTE, E. & PERÄKYLÄ, A. (2013): “A comparative conversation analytic study of formulations in psychoanalysis and cognitive psychotherapy”, Research on Language and Social Interaction, 46(4), pp. 299-321.

WHITTAKER, S. (1992): “Towards a theory of mediated communication”, Unpublished manuscript.