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

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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: AACE.
Retrieved from http://www.editlib.org/p/15110.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 10, Issue 2, 2002
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JTATE

Author

Charalambos Vrasidas, Western Illinois University, 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.

Keywords

• Students
• Teachers
• Interaction

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