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ERIC Number: EJ763595
Record Type: Journal
Publication Date: 2007-Jul
Pages: 20
Abstractor: Author
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1537-2456
Front-Stage and Back-Stage in Hybrid E-Learning Face-to-Face Courses
Smith, Glenn Gordon; Kurthen, Hermann
International Journal on E-Learning, v6 n3 p455-474 Jul 2007
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. Questionnaire is appended. (Contains 4 tables and 3 figures.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York