• Sofie Weikop
  • Mikkel Thorlund Haahr
4. term, Master of ICT and Learning (MIL) (Continuing education) (Continuing Education Programme (Master))
This project within the ICT and Learning (IKT og Læring) master module focuses on dialogic teaching in online learning environments. The background of the research field lies in the recognition of challenges posed by this form of teaching when technologies serve as framing factors.
The research framework employed in this project is Design-Based Research. This framework focuses on designing a product that is applicable within the research context. Consequently, the project offers a product in the form of six cultivation principles that can be utilized to support a culture centered around dialogic teaching. Initially, these cultivation principles will be implemented at the institution that serves as case (Erhvervsakademi Dania).
The project is based on a single-case study conducted on the Marketing Economics program (Markedsføringsøkonomuddannelsen) offered at Erhvervsakademi Dania. In February 2023, the program transitioned to a fully online format for the first time. The teaching team associated with the program has had negative experiences with dialogic teaching in an online setting but believes that dialogues and reflections possess a didactic strength. The project therefore presents an approach to emphasize the dialogic aspect through the cultivation principles. Additionally, the project provides insights into the impact of technology (specifically Zoom) on dialogic teaching and how to address this pedagogically.
The theoretical foundation encompasses a literature review conducted using the search query "dialogic teaching" OR "dialogic learning" AND “online” in the EBSCO ERIC and Scopus databases. This yielded 13 relevant articles that are reviewed within the project. The literature review is organized into the following themes: From physical to online learning environments, Student involvement and participation, Technological potentials and challenges, Synchronous and asynchronous dialogues, Design of dialogic online teaching, and Organizational measures. In addition to the literature review, the theoretical framework includes texts and articles by Mikhail Bakhtin, Louise Phillips, Rupert Wegerif, Olga Dysthe, and Trayner-Wenger.
The data for the project is qualitative and comprises focus group interviews with teachers, two workshops with teachers, and lived experience descriptions (levet erfaringsbeskrivelser) from students. From the collected data, several themes were identified as influential when the aim is dialogic teaching, namely: Participation and motivation, Technological potentials and limitations, Organization, Students sense of security and dialogue, Subject relevance stimulating dialogue, Online culture, and Dialogic spaces.
Based on the literature review, the theoretical foundation, and the collected data, the final product consists of six cultivation principles that can support a culture of online dialogic teaching:
1. Initiate a dialogue about the possibilities and limitations of technology.
2. Activate student voices and listening.
3. Create opportunities for dialogue through intentional utterances.
4. Establish a shared vision for dialogic teaching.
5. Create opportunities for diverse social spaces.
5. Motivate participation through relatability.
Publication date16 Jun 2023
Number of pages89
External collaboratorErhvervsakademi Dania
Pædagogisk konsulent Sofie Weikop sowe@eadania.dk
ID: 532302193