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Table 24.4
Teachers' and students' questions as response (R) moves
Task-oriented/meta
questions
Short-answer
questions
Long-answer
questions
Second-turn questions
(R) 54
12 (22%)
7 (13%)
35 (65%)
Teachers 17 (32%)
1 (2%)
1 (2%)
15 (28%)
Student(s) 37 (68%)
11 (20%)
6 (11%)
20 (37%)
Table 24.5
Teachers' and students' questions as third move and beyond
Task-oriented/meta
questions
Short-answer
questions
Long-answer
questions
Third-move and beyond
questions (FI) 94
30 (32%)
5 (5%)
59 (63%)
Teachers 30 (32%)
7 (8%)
4 (4%)
19 (20%)
Student(s) 64 (68%)
23 (25%)
1 (1%)
40 (42%)
Figure 24.3 represents the distribution of questions during the online classroom
discourse. Teachers were active in the first move; but recall that in some cases teach-
ers wrote a question following a discussion with their students regarding a question
that might be of interest to inquire into. Moreover, we examined the moves (I, R, FI)
variable 1 in relation to the types of questions, variable 2. Students' types of ques-
tions (task-oriented/meta, long-answer and short-answer questions) across moves
revealed a significant difference (
2
χ
=
14.102, d.f.
=
4,
p
=
0.007); the same regard-
2
ing teachers' types of questions (
0.001). The space taken
by students in the classroom discourse after the teachers' initial moves is substantial,
and FI moves stand out.
Figure 24.4 shows where question-oriented action was concentrated: Almost no
short-answer questions, and teachers did not direct the progressive inquiry as FI
questions were dominated by the students. In addition, long-answer questions asked
by teachers led to short-answer questions asked by students.
χ
=
17.944, d.f.
=
4,
p
=
Fig. 24.3
Distribution of questions during online classroom discourse
