Emily Hellmich, Jill Castek, Blaine E. Smith, Rachel Floyd and Wen Wen
Multimodal composing is often romanticized as a flexible approach suitable for all learners. There is a lack of research that critically examines students’ perspectives and the…
Abstract
Purpose
Multimodal composing is often romanticized as a flexible approach suitable for all learners. There is a lack of research that critically examines students’ perspectives and the constraints of multimodal composing across academic contexts. This study aims to address this need by exploring high school learners’ perspectives and experiences enacting multimodal learning in an L2 classroom. More specifically, this study presents key tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in an L2 classroom setting.
Design/methodology/approach
The paper focuses on two multimodal composing projects developed within a design-based implementation research approach and implemented in a high school French class. Multiple data sources were used: observations; interviews; written reflections; and multimodal compositions. Data were analyzed using the critical incident technique (CIT). A critical incident is one that is unplanned and that stimulates reflection on teaching and learning. Methodologically, CIT was enacted through iterative coding to identify critical incidents and collaborative analysis.
Findings
Using illustrative examples from multiple data sources, this study discusses four tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in a classroom setting: the primary audience of student projects, the media leveraged in student projects, expectations of learning in school and the role of a public viewing of student work.
Originality/value
This paper problematizes basic assumptions and benefits of multimodal composing and offers ideas on how to re-center multimodal composing on student voices.
Details
Keywords
Bridget Dalton and Blaine E. Smith
To describe the use of a Composer’s Cut video as a tool for reflecting on and celebrating one’s experience creating multimodal compositions for personal and social audiences.
Abstract
Purpose
To describe the use of a Composer’s Cut video as a tool for reflecting on and celebrating one’s experience creating multimodal compositions for personal and social audiences.
Methodology/approach
Two adolescents designed and produced digital video stories about their prior experience composing a webpage and a multimodal literary analysis hypertext in response to the Vietnam war novel, The Things They Carried.
Findings
Each student remixed Camtasia screen capture video, class video, and images, enhanced with text overlays and music, to showcase their unique vision as a multimodal designer and to highlight their composing processes. They viewed the Composer’s Cut video as a powerful vehicle for reflection and appreciated that their videos would have a public audience.
Practical implications
Reflection often tends to be oral or written. Digital video supports students in showing, as well as telling their experience through multiple modes. The Composer’s Cut video is one example of how video might be used for reflection that is both personal and social.
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Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some…
Abstract
Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.
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Noel Scott, Brent Moyle, Ana Cláudia Campos, Liubov Skavronskaya and Biqiang Liu
Sabine Fliess and Maarten Volkers
The purpose of this paper is to explore the reasons why customers often cannot or do not exit a negative service encounter (lock-in) and to discuss how this affects their…
Abstract
Purpose
The purpose of this paper is to explore the reasons why customers often cannot or do not exit a negative service encounter (lock-in) and to discuss how this affects their well-being and coping responses. This contributes to the research on how negative service encounters emerge and evolve and how such encounters impact customer well-being and subsequent responses.
Design/methodology/approach
An inductive, exploratory approach was used. Interviews with 20 service customers yielded over 90 detailed lock-in experiences across 25 different services. A multi-step, iterative coding process was used with a mixture of coding techniques that stem from a grounded theory approach.
Findings
Four categories of factors that caused customers to endure a negative event were identified (physical lock-in, dependency on the service, social lock-in and psychological lock-in). Customers either experienced inner turmoil (if they perceived having the option to stay or leave) or felt captive; both impacted their well-being and coping strategies in different ways. Three characteristics of negative events that caused lock-in to persist over time were identified.
Research limitations/implications
This is a qualitative study that aims to identify factors behind customer lock-in, reduced well-being and coping strategies across different types of service encounters. Future research may build on these themes to investigate lock-in during specific service encounters in greater depth.
Practical implications
This research provides insights regarding how service providers can anticipate lock-in situations. In addition, the findings point to several ways in which frontline employees can assist customers with the coping process, during lock-in.
Originality/value
Customer lock-in during a service encounter is a common, yet unexplored phenomenon. This research contributes to a better understanding of why customers endure negative events and how such perceptions are reflected in their experiences and behaviors.