The relevance of qualitative research to virtual practices rests on subject knowledge and practical know-how on operations for exchange, growth, learning, and dialogue. Highlighting the discursive perspective, this paper covers theory on emerging didactics for online learning. In doing so, the contents show how computer-mediated learning incorporates a dialogical orientation. There is an empirical account of experiences of applying the theory in a comprehensive Nordic network with an aspect of computer-mediated theory focused on Ba, a construct illustrating how educators and pupils keep their higher mental operations creative in the process of critiquing and applying knowledge in English as a foreign language. The paper explores the social nature of learning, emphasizing the dialogical perspective, weaving methodological consistencies, and principles and theoretical positions with recent conceptual elaborations that focus on knowledge creation in emerging realities. Ideas about action learning provide an overview of issues particular to research on virtual discursive interaction.
Methodology, Dialogism, Information Systems/Theory, and Learning
The author acknowledges the significance of the project participant’s supply and display of virtual interaction, classroom, work and empirical data.
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Recommended APA Citation
Hansson, T. (2004). Qualitative Research on Mediated Dialogism among Educators and Pupils. The Qualitative Report, 9(2), 278-299. Retrieved from http://nsuworks.nova.edu/tqr/vol9/iss2/6