Assessing the synchronous online classroom : methodologies and findings in real-time virtual learning environments

Cardinal Scholar

Show simple item record

dc.contributor.advisor Newbold, William Webster, 1950- en_US English, Joel Alexander en_US 2011-06-03T19:25:18Z 2011-06-03T19:25:18Z 1999 en_US 1999
dc.identifier LD2489.Z68 1999 .E54 en_US
dc.description.abstract In "Technology and Literacy: A Story about the Perils of Not Paying Attention," Cynthia Selfe charges the field of composition not to simply consider technology a tool, but to "pay attention" to the rhetorical and social implications of those tools. In one sense, paying critical attention to technological literacies echoes the decade-old call for Computers and Writing practitioners to use research as a means of assessing online activities, suggesting that teachers not remain satisfied with the unreflective excitement that has been the operative epistemology of the field from its beginning. In another sense, Selfe's recent call enlists teachers and students in reflective and evaluative class discussion and writing on the technological literacy tools they are learning to use.This dissertation responds to both of these implications as it studies a semester of first-year college composition students within a synchronous online classroom environment. The question that guides my study is, in its most basic form, what happens during synchronous online writing conferences? And to speak to that question, I design an ethnographic context-sensitive text analysis employing grounded theory for data coding, a methodological model adaptable for future research in synchronous online classroom activity. I focus on three issues that have continually arisen in the scholarship surrounding synchronous conferencing: aspects of online language, the implications of the environment within object-oriented MUDs (MOOs), and the use of social constructionism as a theoretical foundation for synchronous conferencing.With the findings from my study, I conclude the dissertation by offering pedagogical suggestions to teachers and students for critically assessing synchronous online discourse. My articulation of assessment mandates that students and teachers engage in it together, collaboratively reflecting on what happens online and learning about synchronous online discourse-a significant ingredient in contemporary literacy. en_US
dc.description.sponsorship Department of English
dc.format.extent x, 386 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Multi-user dungeons -- Social aspects. en_US
dc.subject.lcsh English language -- Writing -- Computer-assisted instruction. en_US
dc.subject.lcsh English language -- Discourse analysis. en_US
dc.title Assessing the synchronous online classroom : methodologies and findings in real-time virtual learning environments en_US Thesis (Ph. D.) en_US
dc.identifier.cardcat-url en_US

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


My Account