Home > Research > Publications & Outputs > Expanding the scholarship of teaching and learn...

Electronic data

  • 2019teviotdalephd.pdf

    Final published version, 4.58 MB, PDF document

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

Text available via DOI:

View graph of relations

Expanding the scholarship of teaching and learning: multimodality and semiotics of teaching-learning interactions in an undergraduate Accounting programme

Research output: ThesisDoctoral Thesis

Published
Publication date2019
Number of pages197
QualificationPhD
Awarding Institution
Supervisors/Advisors
Award date18/09/2019
Publisher
  • Lancaster University
Original languageEnglish

Abstract

This conceptual and methodological study investigated the dynamics of
teaching-learning interactions to contribute to the scholarship of teaching and
learning holistically. It is situated in a higher education classroom
environment for Accounting undergraduate students at a UK university. The
purpose of the study was to provide practical information for tutors’ reflections
in developing their approaches to the Scholarship of Teaching and Learning
(SoTL) for future development of signature pedagogy in a challenge to its
status quo. Acknowledging the multimodal nature of communication within the
structural-agentic processes in teaching-learning interactions, the study
combined selected perspectives from Symbolic Interactionism, Edusemiotics,
and Multimodality to provide a communication “turn” for SoTL in recognition of
a conceptual and methodological gap. A novel multimodal and edusemiotic
analytical tool, Inquiry Graphics, was used for the first time in an Accounting
study to analyse the fine level detail of video recordings of classroom
teaching-learning interactions. This provides a rich landscape of insights for
tutors’ understanding of the multimodal nature of communication, involving
human and non-human objects, in developing their pedagogical practices. Data were also obtained from staff and student interviews and surveys about
their interactions.

Key themes emerged from the analysis regarding identity interactions, nonverbal mediations, and the form of teaching-learning engagements observed.
Particular insights for tutor reflection on pedagogical practices were identified
around physical infrastructures in classrooms, dialogic interactions and nonverbal communication that can take a future development within the field of
socio-materiality of teaching-learning. The study further commented on the
implications of using the IG analytical approach for studying teaching-learning
interactions in situ and via video analysis. The thesis makes a contribution to
knowledge by expanding the SoTL approach with the perspectives of
multimodal, symbolic and edusemiotic teaching-learning interactions. It can
inform scholars and practitioners interested in the above mentioned concepts,
method and analysis.