‘We should google that’: the dynamics of knowledge-in-interaction in an online student meeting

This paper takes a multimodal conversation analytic approach to explore knowledge-in-interaction in technology-mediated online environment (Skype videoconference) during meeting between eight university students studying become language teachers. The analysis considers the ways which student-teachers demonstrate their knowledge or understanding of telecollaborative project-based learning while taking part exchange themselves. Given growing predominance teaching and learning, it is increasingly relevant have deep ongoing learner interaction that place these environments, particularly considering can be understood as trajectory building. study examines how make use different technological features videoconferencing platform manage assigned task, complete collaborative exam. These include camera, shared links, parallel text chats editing tools. Findings imply sequentially organise synthesis co-construction pedagogical through technologically-supported mutually coordinated interaction. Although contextually bound, task-focused highlighted higher education teachers variety contexts, apart from teacher education.