Dialogic activity : a study of learning dialogues and entanglements in a vocational tertiary setting : a thesis presented in partial fulfilment of the requirements for the degree of Doctorate in Education at Massey University, Albany, New Zealand

dc.confidentialEmbargo : Noen_US
dc.contributor.advisorWalshaw, Margaret
dc.contributor.authorSimpson, Ann Middlebrook
dc.date.accessioned2022-03-28T23:10:05Z
dc.date.accessioned2022-05-12T23:17:12Z
dc.date.available2022-03-28T23:10:05Z
dc.date.available2022-05-12T23:17:12Z
dc.date.issued2022
dc.description.abstractNew Zealand’s economic growth continues to place major pressure on the trades sector. To meet future demand for qualified builders, plumbers, electricians, and engineers, trades education has become available at no cost to students for two years. To attract student interest further, tertiary institutions now offer courses in a range of delivery options. Blended learning (BL) is one of these delivery modes and involves a combination of traditional face-to-face and digitally mediated approaches. This research explored students’ dialogic activity in a BL environment, within a trades educational institution. The dialogues that emerged during trades training courses were examined in relation to a complex assemblage of elements, which included interactions between students and teachers, and the digital and materials artefacts in the BL environments. The research used an interdisciplinary lens, employing theories of socio-materialism and dialogism, to unpack forms of dialogic activity that emerged within the BL environment. That same lens was used to reveal the part that material and digital artefacts played in the emergent dialogic activity. Conducted as a multiple case study, the research involved observations of instructors and student participants from three Level 3 pre-apprentice trade programmes, which provided a wide range of data over the course of one semester. Datasets from Automotive Engineering, Electrical Engineering and Mechanical Engineering, as the three cases involved, were analysed to explore the contextual meaning of the learning dialogues and activities in action. The findings revealed that learning dialogues occur in multiple contexts and environments. Artefacts and their properties, BL designs, open and flexible learning spaces, environmental conditions, health and safety considerations, embodiment, multiplicity, mediation, and class culture, all have a significant influence on dialogic activity. The findings offer important insights about the link between course design and learning and identify dialogic activity as an interdisciplinary phenomenon that warrants further investigation.en_US
dc.identifier.urihttp://hdl.handle.net/10179/17103
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectEngineeringen
dc.subjectStudy and teaching (Higher)en
dc.subjectBlended learningen
dc.subjectNew Zealandeng
dc.subjectCase studieseng
dc.subjectVocational educationeng
dc.subjectInteraction analysis in educationen
dc.subjectCommunication in educationeng
dc.subjectdialogismen
dc.subjectdialogic educationen
dc.subjectsocio-materialismen
dc.subjectentanglement theoryen
dc.subjectActivity Centered Analysis and Activity Frameworken
dc.subjectACAD Frameworken
dc.subject.anzsrc390113 Science, technology and engineering curriculum and pedagogyen
dc.subject.anzsrc390114 Vocational education and training curriculum and pedagogyeng
dc.titleDialogic activity : a study of learning dialogues and entanglements in a vocational tertiary setting : a thesis presented in partial fulfilment of the requirements for the degree of Doctorate in Education at Massey University, Albany, New Zealanden_US
dc.typeThesisen_US
massey.contributor.authorSimpson, Ann Middlebrooken_US
thesis.degree.disciplineEducationen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Education (EdD)en_US
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