Abstract
Adopting an agential realist perspective, this study reads data from a literature search into breakout rooms through the theory of intra-action and the researcher's experiences working as an EAP teacher across universities in the UK during the COVID-19 pandemic. This chapter is also an exploration of how a diffractive grating theory approach can help promote a closer reading of data, theory, and experience to inform professional development. The resulting conversation discusses points of wonder ranging from an active learning bias to increases in planning time, advice for giving instructions, and the importance of a good monitor. Although the chapter starts philosophically, the results are orientated more to the practitioner. It is hoped that the resulting conversations around the researcher's practice will help spur the reader into new and interesting areas for their own development.
TopIntroduction
This chapter reports on an original and unconventional diffractive study that aims to contribute to the discussion around the practical use of breakout rooms (BORs) when teaching online. Insights are gleaned from experiences the author gained whilst teaching on summer pre-sessional courses in higher educational institutions across the U.K. during the COVID-19 pandemic. The study uses an original diffractive grating technique created by the author, which produces a conversation between experience, theory, and current educational research into BORs. The resultant dialogue, as related in the results and discussion section, offers authentic insights into practice with BORs that are contextually, theoretically (Intra-action [Barad, 2007]) and research based. Such insights are designed to perturb (disrupt) thinking around practice and to aid development through critical engagement by the reader. Thus, this study aims to be useful in two ways; first, to provide a conversation around using BORs that can be used critically to improve practice. Second, it offers an example of how such conversations can be achieved through a ‘diffraction on action’ approach to professional development.
The chapter begins with a brief consideration of the research question for the study. The first section then goes into detail regarding the study’s methodology and diffraction on action. Additionally, it provides information on how the diffractive grating theory approach (DGTA) can be applied and gives an example of the method in practice. The second section of the chapter takes a more unconventional tone by replicating the conversational nature of the method to produce an exploration of practice with BORs. The chapter has been split into two sections so readers who are less interested in the research methodology and philosophy can quickly move to the more practically relevant information. However, should you do this, please be aware that the fundamental nature of the study does not follow ‘normal’ traditions for western scientific discourse.
Research Question
The chapter’s introduction clearly states the two aims of the chapter, to both provide a dialogue for further critical practice and explain and give an example of diffraction on action. Both aims are designed to provide useful information for the reader regarding their thinking and practice. To help guide the study, the following research question emerged:
This is a complicated research question due to the nature of the philosophy and methodology of the piece. As such, you may wish to come back to this later. However, to help demystify the language somewhat, a more traditional research question may read: What is current thinking around the use of Breakout Rooms in practice, and how can practice be improved?
The study itself reads together experience, data and intra-active theory, producing a conversation around the use of BORs. The reported conversation provides original ideas around the use of BORs in practice. These ideas are discussed in the results section and are designed to provoke thought and consideration into teaching practice to facilitate development.
A secondary aim of the piece is to provide an example of a DGTA and a role it can play in a ‘diffraction on action’, which can provide original encounters with data and theory for the professional development of educational professionals.
Key Terms in this Chapter
Intra-Action: The relational connections between world phenomena that create meaning and matter in the world.
Mono-Materialism: An understanding of the world as a single matter-energy construct.
Diffractive Methodology: A methodology designed on the understanding of entanglement and diffraction, in opposition to typical reflective practice (See Barad, 2007 , pp. 71-96).
Diffractive Grating Theory Approach: An analytical technique conceived around the notion of the 2-slit experiment, employing matrixes of diffractive readings to allow for a thematic analysis for points of wonder. An original contribution of the authors doctoral work (see Barnard, 2021 ).
Breakout Room: During an online class when teachers split the main class into smaller groups and assigns them a new online area to work in.
Breakout Session: The time during which the breakout room is engaged, especially when students have been asked to complete an activity.
Agential Realism: Karen Barad’s (2007) Quantum Mechanical world interpretation.