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ERIC Number: EJ906007
Record Type: Journal
Publication Date: 2010-Nov
Pages: 16
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0158-037X
Negotiating the Context of Online In-Service Training: "Expert" and "Non-Expert" Footings
Nilsen, Mona
Studies in Continuing Education, v32 n3 p235-250 Nov 2010
This paper focuses on how people working in the Swedish food production industry engage in in-service training by means of computer-mediated communication. The empirical material consists of archived chat log files from a course concerning quality assurance and food safety hazards control in the preparation and handling of foodstuff. Drawing on Goffman and the concepts framing and footing, the analytical focus in this study is on how participants frame the web-based training activity, and what participation frameworks they enact in the activity. The analysis shows that the participants enact and shift footings when they write, and these shifts in footings result in a hybridity of framings. However, as the analysis also shows a thematic continuity and a progression in the online discussions are rendered possible as the participants draw on a participation framework of one more knowledgeable recipient (teacher and/or representative of the authority) and some less knowledgeable recipients (students and/or representatives of branch organisations). In this manner, shifts in footing are found to be a productive means of serving both specific communicative and pedagogical purposes in the online in-service training environment. (Contains 2 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden