Front-Stage and Back-Stage in Hybrid E-Learning Face-to-Face Courses
Article
Glenn Gordon Smith, University of South Florida, United States ; Hermann Kurthen, Grand Valley State University, United States
International Journal on E-Learning, 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 March 19, 2024 from https://www.learntechlib.org/primary/p/20008/.
© 2007 Association for the Advancement of Computing in Education (AACE)
Keywords
Cited By
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Addressing the Challenges of Engagement and Access in Teacher Education: Hybrid Learning
Qiuyun Lin, State University of New York--Plattsburgh, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 364–370
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Comparing Communication Patterns within a Hybrid Professional Development Mathematics Course for Elementary Teachers
Janet Bowers Bowers & David Yang, San Diego State University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4407–4412
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