Synchronous interaction between adolescent mothers with preterm infants in the Neonatal Intensive Care Unit was examined in this study. Understanding the characteristics of synchrony in adolescent mother and premature infant interactions during this early period in the development of the relationship provides direction for the development of nursing strategies to foster synchronous interaction in the neonatal intensive care unit (NICU) setting and, subsequently, positive developmental outcomes for preterm infants. The research design was a one-group, pretest-posttest, exploratory intervention assessing synchronous interaction using the Nursing Child Assessment Feeding Scale (NCAFS) among 27 adolescent mothers and their premature infants in the NICU. The study examined the differences in adolescent mother-premature infant interaction in the NICU environment prior to an intervention and within 48 hours after receiving the Preterm Infant Cues Intervention (PICI). Additional variables including stress, social support, age of the adolescent mother and preterm infant, ethnicity, length of stay in the NICU, and preterm infant weight were considered. Results showed a statistically significant difference between Time 1 and Time 2 synchronous interaction measurements indicating that the PICI may have resulted in the adolescent mother better understanding the preterm infant’s behavior. The Caregiver Total Scale score (t = -3.93, p < .001) and the Total Scale score (t = -3.96, p < .001) were the two main scales that the PICI could have affected. There were no correlations among the other independent variables and the dependant variable. Future research should focus on a large scale longitudinal study to measure synchronous interaction over multiple time points beginning in the NICU carrying through the first year of child development. Adding a qualitative component to future studies would provide further insight into experience of adolescent mothers with preterm infants. / text

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Cette recherche relève du domaine de la didactique du FLE et de l'usage de la communication médiée par ordinateur [CMO], plus particulièrement du clavardage, outil de communication synchrone à base textuelle. Notre recherche se place dans une perspective interactionnelle et acquisitionnelle en L2 en mettant l'accent sur la construction des discussions entre participants lors de séances de clavardage. Le public étudié est composé d'étudiants de nationalités variées en master ou doctorat dans des universités en France, et qui souhaitent améliorer la langue qu'ils doivent utiliser en milieu académique. Notre analyse du « discours-en-interaction par clavardage » a pour but d'étudier les interactions en tenant compte des spécificités de l'outil et du contexte de la discussion. En premier lieu, nous examinons la structure des énoncés en L2 au niveau de l'utilisation du lexique, des structures complexes et des marques transcodiques. En deuxième lieu, nous analysons l'utilisation des topogrammes dans un contexte académique et leurs diverses fonctions. Cette analyse montre la manière dont les apprenants se focalisent à la fois sur l'objet thématique de la discussion et sur la résolution des obstacles linguistiques ou discursifs auxquels ils sont confrontés lors des échanges. En dernier lieu, nous étudions la manière dont les apprenants construisent et co-construisent les discussions par clavardage. Les énoncés que l'apprenant construit à partir des discours de ses différents interlocuteurs lui permettent, tout en alimentant ses compétences pragmatiques, d'approfondir le sujet en discussion. Nous examinons également comment les savoirs sur les pratiques académiques naissent et se transforment au fil des interactions. Nous cherchons à montrer à la fois le bénéfice de l'utilisation du clavardage pour la recherche sur la langue d'apprenants avancés et son intérêt comme outil po! ur favoriser l'appropriation d'une L2. / This is a research in the teaching and learning of French as a foreign language and the use of CMC [computer mediated communication] using synchronous text-based CMC [computer mediated communication], viz chat. We analyze the construction of discussions between foreign students with an interactional and acquisitional perspective in order to discover its specificities. The target audience is enrolled in a French university at advanced levels [Master, Ph D…] and needs to improve their French as used in an academic context. In a « discourse analysis in chat interactions », we focus on specificities of this communication tool and of the discussion context. We first show the structure of learners' utterances, their use of lexical items and complex structures, and the influence of their other languages on their productions in French. Then, we analyze the use of « topogrammes » in an academic context and their different functions. We thus sho! w how learners focus on the thematic object of the discussion and the solving of linguistic or discourse obstacles they were faced with during the exchanges. We also study the way in which the learners construct and co-construct the discussions. The messages that they construct from their interlocutors' discourses allow them to develop the theme into a discussion and to improve his pragmatic competences. Finally, we examine how knowledge about academic practices appears and evolves during the interactions. Our work shows the benefits of the use of the chat for linguistic research about advanced learners and its interest as a communication tool in L2 acquisition.

Digital utbildning erbjuder många möjligheter, men det finns även utmaningar som behöver övervinnas för att fullt ut utnyttja dess potential. En av dessa utmaningar är kvaliteten och effektiviteten hos digitala verktyg och plattformar. För att säkerställa en framgångsrik digital utbildning måste digitala verktyg vara av hög kvalitet och tillförlitliga. Det är också viktigt att ha välfungerande digitala verktyg och plattformar för att skapa en engagerande och dynamisk inlärningsmiljö. Studien fokuserar på hybridundervisning, där studenter deltar både på campus och på distans samtidigt. Genom att undersöka både synkron och asynkron interaktion mellan studenter och lärare via digitala verktyg och plattformar strävar studien efter att få insikter om hur studenter upplever interaktionen. Forskningsfrågorna undersöker vilka faktorer som kan hindra interaktion inom hybridundervisning, om det finns skillnader i interaktionsupplevelser mellan distansstudenter och studenter på campus, samt vilka utmaningar som finns kopplade till interaktionsupplevelserna inom hybridundervisning. Genom att identifiera och förstå dessa interaktionsutmaningar och skillnader kan studien ge värdefulla insikter för att optimera digitala verktyg och plattformar inom hybridundervisning. Resultaten kan bidra till att skapa en mer engagerande och effektiv inlärningsmiljö för studenter som deltar både på distans och på campus. / Digital education offers many opportunities, but it also presents challenges to overcome to fully leverage its potential. One of these challenges is the quality and effectiveness of digital tools and platforms. To ensure successful digital education, digital learning resources must be of high quality and reliability. It is also important to have well-functioning digital tools and platforms to create an engaging and dynamic learning environment. The study focuses on hybrid education, where students participate both on campus and remotely. By examining both synchronous and asynchronous interaction between students and teachers through digital tools and platforms, the study aims to gain insights into how students experience this type of interaction. The research questions investigate factors that may hinder interaction in hybrid education, whether there are differences in interaction experiences between remote students and on-campus students, and what challenges are associated with interaction experiences within hybrideducation. By identifying and understanding these interaction challenges and differences, the study can provide valuable insights for optimizing digital tools and platforms in hybrid education. The results can contribute to creating a more engaging and effective learning environment for students participating both remotely and on campus.