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Front-Stage and Back-Stage in Hybrid E-Learning Face-to-Face Courses
Article

, University of South Florida, United States ; , Grand Valley State University, United States

International Journal on E-Learning Volume 6, Number 3, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The authors analyzed online interactions in hybrid and blended courses to: (a) investigate if constructs from micro-sociology, such as self-talk, norms, and front-back-stage performance, provide a theoretical context for online interaction, and (b) compare courses with more versus fewer online components in terms of online interaction patterns. Online interaction in courses with more online components (70% online) conformed to social patterns, such as self-talk, internalization of norms and front-back-stage performance. Courses with fewer online components (30%) did not conform to social patterns, suggesting a threshold for amount of online components for students to habituate to online portions of hybrid/blended courses. Results also suggest a possible sequence of immediacy behaviors: (a) affective, (b) cohesive, and (c) interactive.

Citation

Smith, G.G. & Kurthen, H. (2007). Front-Stage and Back-Stage in Hybrid E-Learning Face-to-Face Courses. International Journal on E-Learning, 6(3), 455-474. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2019 from .

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