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

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@phdthesis{1b2125d68770476da60934231414d443,
title = "Expanding the scholarship of teaching and learning:: multimodality and semiotics of teaching-learning interactions in an undergraduate Accounting programme",
abstract = "This conceptual and methodological study investigated the dynamics ofteaching-learning interactions to contribute to the scholarship of teaching andlearning holistically. It is situated in a higher education classroomenvironment for Accounting undergraduate students at a UK university. Thepurpose of the study was to provide practical information for tutors{\textquoteright} reflectionsin developing their approaches to the Scholarship of Teaching and Learning(SoTL) for future development of signature pedagogy in a challenge to itsstatus quo. Acknowledging the multimodal nature of communication within thestructural-agentic processes in teaching-learning interactions, the studycombined selected perspectives from Symbolic Interactionism, Edusemiotics,and Multimodality to provide a communication “turn” for SoTL in recognition ofa conceptual and methodological gap. A novel multimodal and edusemioticanalytical tool, Inquiry Graphics, was used for the first time in an Accountingstudy to analyse the fine level detail of video recordings of classroomteaching-learning interactions. This provides a rich landscape of insights fortutors{\textquoteright} understanding of the multimodal nature of communication, involvinghuman and non-human objects, in developing their pedagogical practices. Data were also obtained from staff and student interviews and surveys abouttheir 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 identifiedaround physical infrastructures in classrooms, dialogic interactions and nonverbal communication that can take a future development within the field ofsocio-materiality of teaching-learning. The study further commented on theimplications of using the IG analytical approach for studying teaching-learninginteractions in situ and via video analysis. The thesis makes a contribution toknowledge by expanding the SoTL approach with the perspectives ofmultimodal, symbolic and edusemiotic teaching-learning interactions. It caninform scholars and practitioners interested in the above mentioned concepts,method and analysis. ",
keywords = "Teaching-learning interactions; EduSemiotics; Multiomodality; Inquiry Graphics analysis; Accounting education.",
author = "Wilma Teviotdale",
year = "2019",
doi = "10.17635/lancaster/thesis/824",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - THES

T1 - Expanding the scholarship of teaching and learning:

T2 - multimodality and semiotics of teaching-learning interactions in an undergraduate Accounting programme

AU - Teviotdale, Wilma

PY - 2019

Y1 - 2019

N2 - This conceptual and methodological study investigated the dynamics ofteaching-learning interactions to contribute to the scholarship of teaching andlearning holistically. It is situated in a higher education classroomenvironment for Accounting undergraduate students at a UK university. Thepurpose of the study was to provide practical information for tutors’ reflectionsin developing their approaches to the Scholarship of Teaching and Learning(SoTL) for future development of signature pedagogy in a challenge to itsstatus quo. Acknowledging the multimodal nature of communication within thestructural-agentic processes in teaching-learning interactions, the studycombined selected perspectives from Symbolic Interactionism, Edusemiotics,and Multimodality to provide a communication “turn” for SoTL in recognition ofa conceptual and methodological gap. A novel multimodal and edusemioticanalytical tool, Inquiry Graphics, was used for the first time in an Accountingstudy to analyse the fine level detail of video recordings of classroomteaching-learning interactions. This provides a rich landscape of insights fortutors’ understanding of the multimodal nature of communication, involvinghuman and non-human objects, in developing their pedagogical practices. Data were also obtained from staff and student interviews and surveys abouttheir 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 identifiedaround physical infrastructures in classrooms, dialogic interactions and nonverbal communication that can take a future development within the field ofsocio-materiality of teaching-learning. The study further commented on theimplications of using the IG analytical approach for studying teaching-learninginteractions in situ and via video analysis. The thesis makes a contribution toknowledge by expanding the SoTL approach with the perspectives ofmultimodal, symbolic and edusemiotic teaching-learning interactions. It caninform scholars and practitioners interested in the above mentioned concepts,method and analysis.

AB - This conceptual and methodological study investigated the dynamics ofteaching-learning interactions to contribute to the scholarship of teaching andlearning holistically. It is situated in a higher education classroomenvironment for Accounting undergraduate students at a UK university. Thepurpose of the study was to provide practical information for tutors’ reflectionsin developing their approaches to the Scholarship of Teaching and Learning(SoTL) for future development of signature pedagogy in a challenge to itsstatus quo. Acknowledging the multimodal nature of communication within thestructural-agentic processes in teaching-learning interactions, the studycombined selected perspectives from Symbolic Interactionism, Edusemiotics,and Multimodality to provide a communication “turn” for SoTL in recognition ofa conceptual and methodological gap. A novel multimodal and edusemioticanalytical tool, Inquiry Graphics, was used for the first time in an Accountingstudy to analyse the fine level detail of video recordings of classroomteaching-learning interactions. This provides a rich landscape of insights fortutors’ understanding of the multimodal nature of communication, involvinghuman and non-human objects, in developing their pedagogical practices. Data were also obtained from staff and student interviews and surveys abouttheir 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 identifiedaround physical infrastructures in classrooms, dialogic interactions and nonverbal communication that can take a future development within the field ofsocio-materiality of teaching-learning. The study further commented on theimplications of using the IG analytical approach for studying teaching-learninginteractions in situ and via video analysis. The thesis makes a contribution toknowledge by expanding the SoTL approach with the perspectives ofmultimodal, symbolic and edusemiotic teaching-learning interactions. It caninform scholars and practitioners interested in the above mentioned concepts,method and analysis.

KW - Teaching-learning interactions; EduSemiotics; Multiomodality; Inquiry Graphics analysis; Accounting education.

U2 - 10.17635/lancaster/thesis/824

DO - 10.17635/lancaster/thesis/824

M3 - Doctoral Thesis

PB - Lancaster University

ER -