Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces

Annaliina Gynne; Marcus Persson

doi:10.18009/jcer.442499

TR EN

Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces

Öz

The purpose of the study is to explore how Swedish lower secondary school teachers manage blended learning environments, established through using a specific learning management system (LMS) application. In the study, four teachers were followed during a four-month (n)ethnographic fieldwork. Based on analyses of data from video-recordings and observations in physical and virtual classrooms, the study examines teachers’ practices of integrating and segmenting the two classroom domains. In order to unpack the realms of these practices, the study employs affordance and boundary theories. Through the analysis of participants’ boundary practices and their use of communicative affordances in and across space and time, four teacher roles, enacted and emerging through teaching practices, are presented. The paper concludes with a discussion of how participants’ engagement with virtual and physical learning environment compels teachers to reflect upon their preferred teacher role in the new multidimensional classrooms.

Anahtar Kelimeler

Blended Classroom,Affordances,Boundary work,Chaining,teacher role

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Annaliina Gynne Bu kişi benim
0000-0003-1993-4404
Sweden

Marcus Persson ^*
0000-0003-2818-8001
Sweden

Yayımlanma Tarihi

3 Aralık 2018

Gönderilme Tarihi

11 Temmuz 2018

Kabul Tarihi

20 Eylül 2018

Yayımlandığı Sayı

Yıl 2018 Cilt: 6 Sayı: 12

DOI

https://doi.org/10.18009/jcer.442499

IZ

https://izlik.org/JA27HU29WD

APA

Gynne, A., & Persson, M. (2018). Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces. Journal of Computer and Education Research, 6(12), 222-246. https://doi.org/10.18009/jcer.442499

AMA

1.Gynne A, Persson M. Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces. JCER. 2018;6(12):222-246. doi:10.18009/jcer.442499

Chicago

Gynne, Annaliina, ve Marcus Persson. 2018. “Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces”. Journal of Computer and Education Research 6 (12): 222-46. https://doi.org/10.18009/jcer.442499.

EndNote

Gynne A, Persson M (01 Aralık 2018) Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces. Journal of Computer and Education Research 6 12 222–246.

IEEE

[1]A. Gynne ve M. Persson, “Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces”, JCER, c. 6, sy 12, ss. 222–246, Ara. 2018, doi: 10.18009/jcer.442499.

ISNAD

Gynne, Annaliina - Persson, Marcus. “Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces”. Journal of Computer and Education Research 6/12 (01 Aralık 2018): 222-246. https://doi.org/10.18009/jcer.442499.

JAMA

1.Gynne A, Persson M. Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces. JCER. 2018;6:222–246.

MLA

Gynne, Annaliina, ve Marcus Persson. “Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces”. Journal of Computer and Education Research, c. 6, sy 12, Aralık 2018, ss. 222-46, doi:10.18009/jcer.442499.

Vancouver

1.Annaliina Gynne, Marcus Persson. Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces. JCER. 01 Aralık 2018;6(12):222-46. doi:10.18009/jcer.442499

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Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces

Öz

Anahtar Kelimeler

Teacher Roles in the Blended Classroom – Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

Examination of the Relationship between Competencies of Candidate Teachers in Classroom Management and Teacher Efficacy

Contrasting levels of student engagement in blended and non-blended learning scenarios

Investigation of Teacher's Role and Task on the Basis of Social Emotional Learning in After-School Coding Courses

Use of Interactive Whiteboard in Teaching Mathematics for Sustainability and its Effect on the Role of Teacher

Exploration of university students’ experiences with social connectedness in digital space in hybrid teaching and learning environment, the role of lecturers (leaders)