Whose turn is it anyway? Latency and the organization of turn-taking in video-mediated interaction

Seuren, Lucas M.; Wherton, Joseph; Greenhalgh, Trisha; Shaw, Sara

doi:10.1016/j.pragma.2020.11.005

Cited by 84 publications

(65 citation statements)

References 38 publications

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“…We add to this knowledge by showing that these difficulties may be difficult to notice and name and therefore shape the interaction even when they remain hidden. Our findings are in line with Seuren et al (2020) who showed that delay interferes with regular turn-taking in VM consultations. We expand on this finding by showing that these interferences have consequences for client participation and beneficial social processes of counseling, such as peer support.…”

Section: Discussionsupporting

confidence: 93%

Effects of Transmission Delay on Client Participation in Video-Mediated Group Health Counseling

2021

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In face-to-face group counseling, active client participation contributes to the counseling agenda by a variety of social processes, but little is known about how video mediation shapes client participation. In this article, we use conversation analysis to investigate how transmission delay affects client participation in video-mediated group counseling through shaping the resolution of overlapping talk. Data are video recordings from three video-mediated group health counseling sessions recorded simultaneously in the two participating locations. The delay changes the timing of the overlapping turns and pauses at each end of the mediated counseling, making it difficult to interpret who should take the turn after the overlap. This may pose obstacles to client participation. While mediated counseling services can increase access to services and thus improve client participation at a macro level, transmission delay can pose threats to active client participation at the micro level of interaction.

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Section: Discussionsupporting

confidence: 93%

Effects of Transmission Delay on Client Participation in Video-Mediated Group Health Counseling

2021

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“…Prior to the pandemic, we studied the organizational challenges associated with roll-out of video consultations across multiple clinical directorates in the UK's largest acute hospital trust (25)(26)(27), including sub-studies on physical examination by video (28,29). We also undertook contract research for the Scottish Government to evaluate the national roll-out of video consultations-an initiative that was driven partly by the policy goal of reducing carbon footprint and travel costs from remote settings (30).…”

Section: Overview and Data Sourcesmentioning

confidence: 99%

Planning and Evaluating Remote Consultation Services: A New Conceptual Framework Incorporating Complexity and Practical Ethics

Greenhalgh

Rosen

Shaw

et al. 2021

Front. Digit. Health

Self Cite

104

112

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Establishing and running remote consultation services is challenging politically (interest groups may gain or lose), organizationally (remote consulting requires implementation work and new roles and workflows), economically (costs and benefits are unevenly distributed across the system), technically (excellent care needs dependable links and high-quality audio and images), relationally (interpersonal interactions are altered), and clinically (patients are unique, some examinations require contact, and clinicians have deeply-held habits, dispositions and norms). Many of these challenges have an under-examined ethical dimension. In this paper, we present a novel framework, Planning and Evaluating Remote Consultation Services (PERCS), built from a literature review and ongoing research. PERCS has 7 domains—the reason for consulting, the patient, the clinical relationship, the home and family, technologies, staff, the healthcare organization, and the wider system—and considers how these domains interact and evolve over time as a complex system. It focuses attention on the organization's digital maturity and digital inclusion efforts. We have found that both during and beyond the pandemic, policymakers envisaged an efficient, safe and accessible remote consultation service delivered through state-of-the art digital technologies and implemented via rational allocation criteria and quality standards. In contrast, our empirical data reveal that strategic decisions about establishing remote consultation services, allocation decisions for appointment type (phone, video, e-, face-to-face), and clinical decisions when consulting remotely are fraught with contradictions and tensions—for example, between demand management and patient choice—leading to both large- and small-scale ethical dilemmas for managers, support staff, and clinicians. These dilemmas cannot be resolved by standard operating procedures or algorithms. Rather, they must be managed by attending to here-and-now practicalities and emergent narratives, drawing on guiding principles applied with contextual judgement. We complement the PERCS framework with a set of principles for informing its application in practice, including education of professionals and patients.

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“…That was a drastic change and it is no wonder we see that initially both teachers and students are inclined to act online as if they still share the same reality (cf. Seuren et al 2021). We find evidence, for instance, that they have not quite internalized the fact that some of the routine (nonverbal; multimodal) practices they used to orient to in the 'old' f2f settings-like addressing someone by looking at them or making a gesture in their direction-have become ineffective, if not incoherent, in the new online situation (Sections 4.1 and 4.2).…”

Section: Discussionmentioning

confidence: 99%

Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface

Bannink

Dam

2021

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The COVID-19 pandemic caused educational institutions across the world to face a new reality: when teachers and students do not share the same physical space (fractured ecologies; drastic changes in the everyday procedures and routines of teaching become an immediate necessity. In this paper, we trace some of the effects of this new situation in online classes of three experienced university teachers in the early days of the pandemic. We zoom in on dimensions of the classroom interface such as: turn-taking procedures, socialization, peer scaffolding and feedback; strategic footing changes across institutional and conversational roles; joking and humor. Not surprisingly, we found that the systematic absence of multimodal contextualization cues like gaze direction and tracing the origin of sound/speech were a trouble source in these online multiparty settings. We also saw, however, that teachers and students were successful in reinventing themselves and in devising new ways to deal with the changed circumstances. We end the paper with a number of implications for research into the classroom interface, both online and offline.

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Whose turn is it anyway? Latency and the organization of turn-taking in video-mediated interaction

Cited by 84 publications

References 38 publications

Effects of Transmission Delay on Client Participation in Video-Mediated Group Health Counseling

Effects of Transmission Delay on Client Participation in Video-Mediated Group Health Counseling

Planning and Evaluating Remote Consultation Services: A New Conceptual Framework Incorporating Complexity and Practical Ethics

Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface

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