En metode til undersøgelse af digitale interaktioner fra de studerendes perspektiv
DOI:
https://doi.org/10.7146/lom.v15i26.130397Nøgleord:
agens, handlekraft, digitale interaktioner, gestalt, teknologiResumé
De senere år har forskere argumenteret, at vi ikke kun skal interessere os for, hvorvidt digitale interaktioner virker, men også hvordan digitale interaktioner virker. I et forsøg på at understøtte dette fokus præsenterer denne artikel en metode, der kan anvendes til undersøgelse af studerendes oplevelse af digitale undervisnings- og læringsinteraktioner. Metoden bygger på teori om studerendes agens (handlekraft), men udvider gængse tilgange til agens som et primært individuelt fænomen med en relationel tilgang. Den relationelle tilgang placerer teknologi som hverken neutral eller determinerende, men med-konstituerende for studerendes handlinger. Artiklen præsenterer en model til analyse af digitale interaktioner, der applicerer det teoretiske afsæt, og der gives tre eksempler på værdien af modellen i praksis. De tre eksempler angår hhv. online peer-feedback via Peergrade, online gruppediskussioner i Zooms breakout-rooms og afdækning af viden ved hjælp af Mentimeter i Zoom. Undervejs i artiklen diskuteres metodens styrker og svagheder, og der giver til sidst anbefalinger til den videre brug af modellen.
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