Negotiating collaborative and inclusive practices in university students’ group-to-group videoconferencing sessions

In group-to-group videoconferencing (VC), social actions are coordinated between participants in the physical and online environment, which raises practical problem of how to manage interactional space a collaborative inclusive manner. This can be particularly challenging for less experienced (i.e., novice) users VC. The present study uses multimodal conversation analysis (CA) investigate university students, who speak English as foreign language, organise their conduct moment-by-moment unfolding It focuses on moments that make additional work include remote party salient, namely transitions regarding next-speaker selection topic change. illustrates reflexive use different constellations talk screen-oriented behaviours key coordinating VC environment. has implications educational research practice, since it helps understand competence learners need develop succeed environments work.