Teacher-Student Dialogue in Synchronous Videoconferencing Environments: A Design-Based Research Study
type: CreativeWork
description: Since the Covid-19 pandemic, videoconferencing (VC) as a teaching tool has been extensively used among numerous educational institutions across the world as it enables real-time video communication between teachers and students. Despite VC’s multiple potential features that can promote engaging and collaborative learning, there is an obvious lack of research on the live interactions in VC-mediated learning contexts. In an effort to fill this gap, this PhD project explored the technical affordances of VC to support learning through dialogue as well as the keys factors of influence on dialogic practices in VC lessons, using a mixed methods approach within a participatory Design-Based Research (DBR) framework. Two secondary science teachers (one in the UK and one in Mexico) took part as co-investigators and co-developed localised solutions to enhance their dialogic practices along with the researcher. Data from 10 video-recorded VC lessons were analysed using Tech-SEDA (the Technology version of the Scheme for Educational Dialogue Analysis), critical incident analysis, and significant episode analysis using the ELAN software. Teacher and student surveys were conducted, and data represented in the form of charts and thematically analysed. Pre-lesson and post-lesson interviews, and stimulated recall interviews were carried out with teachers and students and thematically coded. This research found that VC may offer a unique educational environment that significantly shapes teacher-student dialogue. VC can not only support multiple modes of communication (e.g., chat, annotations, emojis), thereby enriching the learning experience, but also enable students to customise their privacy levels and integrate additional applications (e.g., Nearpod) alongside inherent functionalities, enhancing inclusivity and the depth of dialogue within VC settings. These findings provide insights into the various ways in which teachers can promote engaging, critical, and collaborative learning …
abstract: Since the Covid-19 pandemic, videoconferencing (VC) as a teaching tool has been extensively used among numerous educational institutions across the world as it enables real-time video communication between teachers and students. Despite VC’s multiple potential features that can promote engaging and collaborative learning, there is an obvious lack of research on the live interactions in VC-mediated learning contexts. In an effort to fill this gap, this PhD project explored the technical affordances of VC to support learning through dialogue as well as the keys factors of influence on dialogic practices in VC lessons, using a mixed methods approach within a participatory Design-Based Research (DBR) framework. Two secondary science teachers (one in the UK and one in Mexico) took part as co-investigators and co-developed localised solutions to enhance their dialogic practices along with the researcher. Data from 10 video-recorded VC lessons were analysed using Tech-SEDA (the Technology version of the Scheme for Educational Dialogue Analysis), critical incident analysis, and significant episode analysis using the ELAN software. Teacher and student surveys were conducted, and data represented in the form of charts and thematically analysed. Pre-lesson and post-lesson interviews, and stimulated recall interviews were carried out with teachers and students and thematically coded. This research found that VC may offer a unique educational environment that significantly shapes teacher-student dialogue. VC can not only support multiple modes of communication (e.g., chat, annotations, emojis), thereby enriching the learning experience, but also enable students to customise their privacy levels and integrate additional applications (e.g., Nearpod) alongside inherent functionalities, enhancing inclusivity and the depth of dialogue within VC settings. These findings provide insights into the various ways in which teachers can promote engaging, critical, and collaborative learning …
author: Han, Dongkeun
language: eng
keywords: educational dialogue, multimodal learning, online learning, teacher professional development, videoconferencing
license: https://www.repository.cam.ac.uk/bitstreams/f68a08ed-7d71-453f-b7de-b147edc2c5bb/download
license: http://purl.org/NET/rdflicense/allrightsreserved
date published: 2025-08-08
date modified: 2026-07-24T01:33:18Z
provider: Cambridge University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Cambridge

PropertyValue
property ID: DOI
value: 10.17863/CAM.123844