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Mapping the components of the telephone conference: An analysis of tutorial talk at a distance learning institution
Open University, UK.
University of Derby, UK.
University of Strathclyde, UK.ORCID iD: 0000-0002-3307-0748
Nottingham Trent University, UK.
2008 (English)In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 10, no 6, p. 737-758Article in journal (Refereed) Published
Abstract [en]

This article maps the components of telephone tutorial conferences (TTCs) used for distance learning in higher education. Using conversation analysis we identified four common sequences of TTCs as `calling in'; `agenda-setting'; `tutorial proper'; and `closing down'. Patterns of student participation look similar to those in face-to-face tutorials and the degree of interaction during `calling-in' and agenda setting does not foretell student participation in the `tutorial proper'. Student participation was related to differences in `communicative formats' adopted by tutors and students for different purposes. These findings have helped us reflect on our communicative practices as university teachers and indicate that TTCs are functionally comparable with face-to-face tutorials in higher education settings.

Place, publisher, year, edition, pages
Sage Publications, 2008. Vol. 10, no 6, p. 737-758
Keywords [en]
Communicative formats, conversation analysis, distance learning, student participation, telephone tutorial conferences
National Category
Psychology
Identifiers
URN: urn:nbn:se:liu:diva-152153DOI: 10.1177/1461445608096571OAI: oai:DiVA.org:liu-152153DiVA, id: diva2:1257148
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-22Bibliographically approved

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Wiggins, Sally

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  • apa
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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