In today's digital era, the way we receive, share, and interpret information has evolved dramatically due to technological advancements and shifting social dynamics. The Web 2.0 era has revolutionized communication, transforming it into an interactive exchange between content creators and audiences. This shift has empowered individuals to engage actively with information, rather than just consuming it passively. Audiences, now seen as active participants, interpret content based on their demographics and preferences, influenced by media ownership and distribution channels. Digital media platforms, particularly social media and streaming services, provide new avenues for audience engagement and participation.  Despite extensive research on digital media audiences and consumer behavior, there is a notable gap in understanding the perspectives of digital advertising professionals on their audiences. These professionals shape consumer behavior and act as intermediaries between business entities and audiences. This study examines how advertising professionals perceive their audiences through the concept of imagined audiences. By examining the formation of imagined audiences, communicators can tailor their messages to resonate with diverse audiences across various platforms. This study utilizes qualitative methods, specifically semi-structured interviews with digital advertising professionals in Indonesia, to explore their perceptions of imagined audiences. Drawing on theoretical frameworks such as Goffman's impression management, Cooley's looking-glass self, and symbolic interactionism, this research aims to provide insights into impression management practices and enhance the effectiveness of advertising efforts in the digital landscape.

Text in Afrikaans / In die ondersoek na die modus operandi van die bankrower: 'n kriminologiese introspeksie, kan die ondergemelde drie dimensies onderskei word: Die eerste dimensie is 'n kriminologiese introspeksie wat die betekenis wat bankrowers self aan die uitvoer van bankrooftogte heg, behels. Hierdie leefwereld van die subjekte word deur die navorser "betree" en mede-verken. Doelgerigtheid, morele oorwegings, teesin in geweld, charisma, kognitiewe vermoens en 'n materialistiese ingesteldheid is begrippe wat die bankrower as mens belig. Die tweede dimensie word verteenwoordig deur die begrondingsteorie as navorsingsmetode, gebaseer op die werk van Strauss en Corbin {1990), wat toegepas word ten einde sodanige navorsingsdoelstelling te fasiliteer. Tydens die aanvanklike fase van die ondersoek is daar met 28 bankrowers in aanhoud i ng, gefokusde semi -gest ruktureerde ind i epte-onderhoude gevoer. Opvolgonderhoude is met ses van die 28 subjekte gevoer, met die doel om 'n substantiewe begrondingsteorie te ontplooi, verskille op te klaar en die geldigheid van die data te verhoog. Die derde dimensie reflekteer vervolgens die ontplooiing van 'n substantiewe begrondingsteorie wat weerspieel word in proposisies en wat in vier fases van die modus operandi van die bankrower onderskei word, naamlik die beplanning-; uitvoering-; afhandeling-; en heroorwegingsfase. Elk van die ge'identifiseerde fases word gekenmerk deur progressiewe beweging, natuurlike kontinu'iteit, emosionele belewenisse en 'n individualistiese inslag. Twee kernelemente, naamlik besluitneming en rasionaliteit staan prominent binne die kader van die modus operandi van die bankrower. Die substantiewe begrondingsteorie is daarop ingestel om die verskynsel wat bestudeer word, te verklaar. Seide die oorweging van die ondersoek asook ander doelstellings van die navorser word binne die teorie geakkommodeer. Verdere vergelykende studies kan daartoe bydra om die substantiewe begrondingsteorie te verfyn, te falsifiseer, 6f by gebrek daaraan, tot 'n formele teorie uit te bou. Derhalwe word die begrondingsteorie as navorsingsmetode nie slegs as toepaslik beskou vir toekomstige navorsing oor onderwerpe waaroor daar 'n gebrek aan empiriese bevindinge bestaan en waaroor relatief min kennis in kriminologiese literatuur voorkom nie, maar hou dit ook die voordeel van 'n pluriforme navorsingstudie in. / In the investigation into the modus operandi of the bank robber: a criminological introspection, three dimensions can be distinguished. The first dimension is a criminological introspection comprising the meaning attached by bank rob.bers to the execution of bank robberies. This world of the subjects is entered and co-scouted. Sense of purpose, mora 1 considerations, aversion to violence, charisma, cognitive powers and a materialistic disposition are conceptions that elucidate the bank robber as a human. The second dimension is represented by the grounded theory as research method, based on the work of Strauss and Corbin (1990), which are applied to facilitate such research aims. During the initial phase of the investigation, focused, semi-structured, in-depth interviews were held with 28 bank robbers in detention. Subsequent interviews were held with six of the 28 subjects, aimed at expanding a substantive grounded theory, to clear up differences and to increase the validity of the data. The third dimension reflects the development of a substantive grounded theory which is revealed in propositions and signalised in four phases of the bank robber's modus operandi, namely the planning, execution, disposal and reconsideration phases. Each of these identified phases is characterised by progressive movement, natura 1 continuity, emot i ona 1 experiences and an individualistic infusion. The basic elements, namely decision-making and rationalisation, are prominent in the cadre of the bank robber's modus operandi. The substantive grounded theory is aimed at explaining the study phenomenon. Consideration of the investigation as well as other aims of the researcher are accommodated in the theory. Further comparative studies can assist in refining or falsifying the substantive grounded theory or, failing, to expand it to a formal theory. The grounded theory is therefore regarded as appropriate for future research on subjects about which there is a lack of empirical findings and relatively little knowledge in criminological literature. The theory offers, in addition, the advantage of a pluriform research study. / Sociology / D. Litt et Phil. (Kriminologie)

This study is an exploration of the representation of masculinity in film, with particular focus on the way in which the leading male characters in a purposive sample of action genre and romantic comedy genre films represent masculinity. It is posited that masculinity is a construct, the meaning of which is dependent on the social context of the individual. Film being a social artefact could then possibly influence individuals understanding of the construct. Therefore an exploration of the kind of masculinity, the variations thereof across genres, and masculine characteristics of masculinity prevalent in each genre, is a first step in understanding possible influences of the definition of masculinity. In order to accomplish this exploration, a combination of methods is used to analyse these fictional characters according to a set of codes and „real‟ world norms. The real world norms are based on seven theoretically derived norms of masculinity developed from previous research on masculinity conducted by Levant, Hirsch, Celentano, Cozza, Hill, MacEachern, Marty and Schnedekerl (1992). The results of the findings from this study indicate that the way in which male characters are created for each genre are different, with male lead characters from the action genre having more characteristics that align with the „real‟ world norms of masculinity (Levant et al 1992). Alternatively, the male lead characters from the romantic comedy genre, have fewer characteristics that align with the seven theoretically derived norms of masculinity. The masculinity represented in the romantic comedy genre is more emotionally available and expressive, less aggressive, more compromising and reliant on others; while in the action genre masculinity is more independent, stoic, aggressive and more physically adventurous. The male lead characters in the romantic comedy genre are more about the emotional aspects of masculinity while the male lead characters in the action genre are more about the physical aspects of masculinity. / Communication Science / M.A. (Communication)

This study is an exploration of the representation of masculinity in film, with particular focus on the way in which the leading male characters in a purposive sample of action genre and romantic comedy genre films represent masculinity. It is posited that masculinity is a construct, the meaning of which is dependent on the social context of the individual. Film being a social artefact could then possibly influence individuals understanding of the construct. Therefore an exploration of the kind of masculinity, the variations thereof across genres, and masculine characteristics of masculinity prevalent in each genre, is a first step in understanding possible influences of the definition of masculinity. In order to accomplish this exploration, a combination of methods is used to analyse these fictional characters according to a set of codes and „real‟ world norms. The real world norms are based on seven theoretically derived norms of masculinity developed from previous research on masculinity conducted by Levant, Hirsch, Celentano, Cozza, Hill, MacEachern, Marty and Schnedekerl (1992). The results of the findings from this study indicate that the way in which male characters are created for each genre are different, with male lead characters from the action genre having more characteristics that align with the „real‟ world norms of masculinity (Levant et al 1992). Alternatively, the male lead characters from the romantic comedy genre, have fewer characteristics that align with the seven theoretically derived norms of masculinity. The masculinity represented in the romantic comedy genre is more emotionally available and expressive, less aggressive, more compromising and reliant on others; while in the action genre masculinity is more independent, stoic, aggressive and more physically adventurous. The male lead characters in the romantic comedy genre are more about the emotional aspects of masculinity while the male lead characters in the action genre are more about the physical aspects of masculinity. / Communication Science / M.A. (Communication)

Text in Afrikaans / In die ondersoek na die modus operandi van die bankrower: 'n kriminologiese introspeksie, kan die ondergemelde drie dimensies onderskei word: Die eerste dimensie is 'n kriminologiese introspeksie wat die betekenis wat bankrowers self aan die uitvoer van bankrooftogte heg, behels. Hierdie leefwereld van die subjekte word deur die navorser "betree" en mede-verken. Doelgerigtheid, morele oorwegings, teesin in geweld, charisma, kognitiewe vermoens en 'n materialistiese ingesteldheid is begrippe wat die bankrower as mens belig. Die tweede dimensie word verteenwoordig deur die begrondingsteorie as navorsingsmetode, gebaseer op die werk van Strauss en Corbin {1990), wat toegepas word ten einde sodanige navorsingsdoelstelling te fasiliteer. Tydens die aanvanklike fase van die ondersoek is daar met 28 bankrowers in aanhoud i ng, gefokusde semi -gest ruktureerde ind i epte-onderhoude gevoer. Opvolgonderhoude is met ses van die 28 subjekte gevoer, met die doel om 'n substantiewe begrondingsteorie te ontplooi, verskille op te klaar en die geldigheid van die data te verhoog. Die derde dimensie reflekteer vervolgens die ontplooiing van 'n substantiewe begrondingsteorie wat weerspieel word in proposisies en wat in vier fases van die modus operandi van die bankrower onderskei word, naamlik die beplanning-; uitvoering-; afhandeling-; en heroorwegingsfase. Elk van die ge'identifiseerde fases word gekenmerk deur progressiewe beweging, natuurlike kontinu'iteit, emosionele belewenisse en 'n individualistiese inslag. Twee kernelemente, naamlik besluitneming en rasionaliteit staan prominent binne die kader van die modus operandi van die bankrower. Die substantiewe begrondingsteorie is daarop ingestel om die verskynsel wat bestudeer word, te verklaar. Seide die oorweging van die ondersoek asook ander doelstellings van die navorser word binne die teorie geakkommodeer. Verdere vergelykende studies kan daartoe bydra om die substantiewe begrondingsteorie te verfyn, te falsifiseer, 6f by gebrek daaraan, tot 'n formele teorie uit te bou. Derhalwe word die begrondingsteorie as navorsingsmetode nie slegs as toepaslik beskou vir toekomstige navorsing oor onderwerpe waaroor daar 'n gebrek aan empiriese bevindinge bestaan en waaroor relatief min kennis in kriminologiese literatuur voorkom nie, maar hou dit ook die voordeel van 'n pluriforme navorsingstudie in. / In the investigation into the modus operandi of the bank robber: a criminological introspection, three dimensions can be distinguished. The first dimension is a criminological introspection comprising the meaning attached by bank rob.bers to the execution of bank robberies. This world of the subjects is entered and co-scouted. Sense of purpose, mora 1 considerations, aversion to violence, charisma, cognitive powers and a materialistic disposition are conceptions that elucidate the bank robber as a human. The second dimension is represented by the grounded theory as research method, based on the work of Strauss and Corbin (1990), which are applied to facilitate such research aims. During the initial phase of the investigation, focused, semi-structured, in-depth interviews were held with 28 bank robbers in detention. Subsequent interviews were held with six of the 28 subjects, aimed at expanding a substantive grounded theory, to clear up differences and to increase the validity of the data. The third dimension reflects the development of a substantive grounded theory which is revealed in propositions and signalised in four phases of the bank robber's modus operandi, namely the planning, execution, disposal and reconsideration phases. Each of these identified phases is characterised by progressive movement, natura 1 continuity, emot i ona 1 experiences and an individualistic infusion. The basic elements, namely decision-making and rationalisation, are prominent in the cadre of the bank robber's modus operandi. The substantive grounded theory is aimed at explaining the study phenomenon. Consideration of the investigation as well as other aims of the researcher are accommodated in the theory. Further comparative studies can assist in refining or falsifying the substantive grounded theory or, failing, to expand it to a formal theory. The grounded theory is therefore regarded as appropriate for future research on subjects about which there is a lack of empirical findings and relatively little knowledge in criminological literature. The theory offers, in addition, the advantage of a pluriform research study. / Sociology / D. Litt et Phil. (Kriminologie)

Considered as the ―...central organizing method‖ (Fuss, 1991:1) in terms of gender and sexual orientation particularly in the Western world, the heterosexual/homosexual binary, emphasises the centrality of ―compulsory heterosexuality‖ (Rich, 1993:227) in the everyday lives of social and sexual actors. In doing this, homosexuality is not only differentiated from heterosexuality, but may rather be ‗banished‘ to a lower and subordinate stratum of so-called sexual ―respectability‖ (Rubin, 1993:13). Using it as a point of departure, this particular sociological inquiry sought to critically explore the influence of a binary logic on the identity construction of gay male academics and students in South African tertiary education. This study provides an in-depth qualitative discussion of the lived experiences of these men on university campuses in order to redress the limited focus on the subject matter in South African sociology. Informed by the metatheoretical principles of phenomenology and central features of a symbolic interactionist methodology, three specific subthemes guided the research. These included the rationalisation of sexual orientation, self-reflexivity and, as my inductive contribution, a consideration of the deprofessionalisation and/or professionalisation of the gay male academic identity in South African higher education. In adopting Jackson and Scott‘s (2010) conceptualisation of the rationalisation of sexuality, the study sought to explore its role in the identity construction of gay men through, amongst others, ―sexual scripting‖ (Gagnon & Simon, 1973), ―doing gender‖ (West & Zimmerman, 2002), ―using gender‖ (Johnson, 2009) as well as ―doing gay‖ (Dowsett et al., 2008), to (de)construct a ―gay sensibility‖ (cf. Seidman, 2002a) within and between their private and professional contexts. Secondly, such negotiation of their homosexual ―performativity‖ (Butler, 1990) presupposed an undeniable degree of ―reflexiveness‖ (cf. Mead, 1962) on the part of the gay male, to adhere to the expectations of other individuals in a specific social context. Given the findings from a thematic analysis of fifteen (15) in-depth interviews with academics and seven (7) with students, as well as two (2) self-administered questionnaires completed by academics and seventeen (17) by students, the influence of heteronormativity, heterosexism and homophobia, was again reiterated. The participants mostly opted to professionalise their gay male identities (thus differentiate between their private and academic gay male identity), regardless of the fact that their narratives reflected an internal diversity, plurality and potentially non-subordinate otherness, akin to Plummer‘s (1998b) reference to ―homosexualities‖ rather than only one homogenised version of ‗homosexuality‘. Their choice to do so was attributed to a conscious effort to either ‗pass‘ as heterosexual, assimilate into the dominant sexual and gendered culture of the campus, or conform to a stereotypical gay performance in homosexually-segregated academic departments because of anxiety, fear or shame. As such, the potential of mastering an uncategorised ‗queer‘ inclination in tertiary education, becomes all the more difficult, if not improbable. / PhD (Sociology), North-West University, Potchefstroom Campus, 2014

Considered as the ―...central organizing method‖ (Fuss, 1991:1) in terms of gender and sexual orientation particularly in the Western world, the heterosexual/homosexual binary, emphasises the centrality of ―compulsory heterosexuality‖ (Rich, 1993:227) in the everyday lives of social and sexual actors. In doing this, homosexuality is not only differentiated from heterosexuality, but may rather be ‗banished‘ to a lower and subordinate stratum of so-called sexual ―respectability‖ (Rubin, 1993:13). Using it as a point of departure, this particular sociological inquiry sought to critically explore the influence of a binary logic on the identity construction of gay male academics and students in South African tertiary education. This study provides an in-depth qualitative discussion of the lived experiences of these men on university campuses in order to redress the limited focus on the subject matter in South African sociology. Informed by the metatheoretical principles of phenomenology and central features of a symbolic interactionist methodology, three specific subthemes guided the research. These included the rationalisation of sexual orientation, self-reflexivity and, as my inductive contribution, a consideration of the deprofessionalisation and/or professionalisation of the gay male academic identity in South African higher education. In adopting Jackson and Scott‘s (2010) conceptualisation of the rationalisation of sexuality, the study sought to explore its role in the identity construction of gay men through, amongst others, ―sexual scripting‖ (Gagnon & Simon, 1973), ―doing gender‖ (West & Zimmerman, 2002), ―using gender‖ (Johnson, 2009) as well as ―doing gay‖ (Dowsett et al., 2008), to (de)construct a ―gay sensibility‖ (cf. Seidman, 2002a) within and between their private and professional contexts. Secondly, such negotiation of their homosexual ―performativity‖ (Butler, 1990) presupposed an undeniable degree of ―reflexiveness‖ (cf. Mead, 1962) on the part of the gay male, to adhere to the expectations of other individuals in a specific social context. Given the findings from a thematic analysis of fifteen (15) in-depth interviews with academics and seven (7) with students, as well as two (2) self-administered questionnaires completed by academics and seventeen (17) by students, the influence of heteronormativity, heterosexism and homophobia, was again reiterated. The participants mostly opted to professionalise their gay male identities (thus differentiate between their private and academic gay male identity), regardless of the fact that their narratives reflected an internal diversity, plurality and potentially non-subordinate otherness, akin to Plummer‘s (1998b) reference to ―homosexualities‖ rather than only one homogenised version of ‗homosexuality‘. Their choice to do so was attributed to a conscious effort to either ‗pass‘ as heterosexual, assimilate into the dominant sexual and gendered culture of the campus, or conform to a stereotypical gay performance in homosexually-segregated academic departments because of anxiety, fear or shame. As such, the potential of mastering an uncategorised ‗queer‘ inclination in tertiary education, becomes all the more difficult, if not improbable. / PhD (Sociology), North-West University, Potchefstroom Campus, 2014

Inom socialt arbete möter brukare i olika sammanhang skapande verksamheter i exempelvis dagverksamhet, sysselsättning eller som arbetsträning. Att delta i verksamheten kan vara frivilligt eller tvingande. Denna studie undersöker hur hantverkspedagoger arbetar med skapande verksamhet i socialt arbete, samt vilka strukturer och förhållningssätt som måste finnas i verksamheten för att denna ska ge förutsättningar till förändringsprocesser för deltagaren. Studiens syfte är att fördjupa förståelsen för hur visuellt skapande verksamhet används för att möjliggöra förändring för brukare inom det sociala arbetets fält. Verksamheterna som undersöks i studien använder sig samtliga av visuellt skapande, vilket är olika former av skapande såsom måleri, keramik, textiltryck och sömnad. Studien genomfördes utifrån en kvalitativ ansats med ostrukturerade fokusgruppsintervjuer som val av metod. Metoden utökades efterhand med en telefonintervju. Totalt genomfördes två fokusgrupps-sessioner och en telefonintervju med sammanlagt sex informanter. Den teoretiska ram, ur vilken den skapande verksamheten belyses och analyseras, utgår från symbolisk interaktionism, där definition av situationen samt sympatisk introspektion är två centrala begrepp. Andra centrala begrepp i studien är Axel Honneths definition av erkännande samt Martin Bubers mellanmänskliga möten. Studiens resultat visar att pedagogernas arbete bridrar till förändringsprocesser, genom strukturella såväl som pedagogiska förhållningssätt, vilka båda genomsyras av ett processorienterat förhållningssätt där deltagarens egna processer är centrala. I den avslutande diskussionen diskuteras den skapande verksamhetens förändringspotential inom socialt arbete i förhållande till teoretiska begrepp så som mellanmänskliga möten, definition av situationen och symboliskt våld för att belysa ett vägval mellan två förhållningssätt som socialpedagogen ständigt ställs inför. / In social work clients encounter arts in different contexts as in, for example, daytime activities, employment or job training. The participation in the activities may be voluntary or mandatory. This study examines how specialist crafts tutor work with creative activities in social work and the structures and attitudes necessary to provide conditions for change for the participant. The work places surveyed in this study all used creative methods involving visual arts such as paintings, ceramics, textile and sewing. The study´s purpose is to deepen the understanding of how visual creative activity is used to enable change for users in the field of social work. The activities evaluated in the study all use forms of visual creativity, which include various forms of creativity such as painting, sculpture, textile printing and sewing. The study was conducted based on a qualitative approach and the choice of method was unstructured focus groups with specialist crafts tutors. The method was extended during the research process by a telephone interview. In total, there were two focus group sessions and one telephone interview with a total of six informants. The theoretical framework from which creative activity is highlighted and analyzed is based on symbolic interactionism, where definition of the situation and sympathetic introspection are two key concepts. Other key concepts in the study are Axel Honneth's definition of recognition as well as Martin Buber's interpersonal encounters. The result of the study shows that specialist crafts tutors work contributes to change through structural and pedagogical approaches, which both are permeated by a process-oriented approach where the participant's own processes are central. In the final discussion the potential of creative activities for change within social work is discussed in relation to the theoretical concepts of interpersonal encounters, definition of the situation and symbolic violence to illuminate a choice between two approaches that social pedagogue faces.

The aim of the present thesis was to listen to, examine and conceptualise students’ perspectives on bullying. Students’ perspectives have not been commonly heard in research and less qualitative research has been conducted. This study contributes with students’ perspectives on bullying using semi-structured interviews with students from fourth-to eighth grade. This thesis includes four studies. The aim with paper I was to investigate how bystander actions in bullying situations and reasons behind these actions were articulated. Paper II was a comparison study between Sweden and US, focused on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. The aim in Paper III was to study how students themselves discuss, reason and make sense of how and why bullying processes emerges in their social worlds. In paper IV the aim was to study how junior high school girls discuss and understand bullying. Findings reveal that students’ reactions as bystanders to bullying depend on how they define the situation. Explanations to the emergence of bullying were understood through a complex social ordering of belonging process. Students position themselves and others in striving to belong, and when defining victims as responsible for bullying. Social norms and negotiation of identities were also discussed among the students. Students discussed how gender and a normative peer structure, where a pressure to fit in, interlinked with how they understood bullying. / Syftet med denna avhandling är att lyssna på, utforska och konceptualisera elevers perspektiv på mobbning då elevers perspektiv utgör ett viktigt bidrag till vår fortsatta förståelse av mobbning. Det finns fortfarande få kvalitativa studier som fokuserat elevers perspektiv på mobbning. Denna studie utgör därför ett viktig bidrag och baseras på semi-strukturerade intervjuer med elever ifrån fjärde till åttondeklass. Avhandlingen består utav fyra studier. Syftet med studie I var att undersöka hur åskådarageranden i mobbningssituationer artiklueras av eleverna och skälen bakom dessa. Syftet med studie II var att jämföra hur elever i Sverige och USA artikulerar och diskuterar vilka faktorer som influerar deras beslut att ingripa eller inte ingripa när de blir åskådare till mobbning. Syftet med studie III var att undersöka hur elever diskuterar, resonerar och förstår vad som producerar mobbning. Syftet med studie IV var att undersöka hur högstadietjejer diskuterar och förstår mobbning. Resultaten visar att elevers reaktioner som åskådare till mobbning är situationsbundna utifån hur de definierar situationen. Förklararingar till vad som producerar mobbning sammanlänkas med en komplex socialt ordnande process där eleverna positionerar sig själv och andra i strävan att tillhöra och den utsatta ofta görs ansvarig för mobbningen. Även sociala normer och förhandlade av identiteter kommer till uttryck när eleverna diskuterar hur kön och normativa kamratnormer, där strävan att passa in, sammanlänkas med deras förståelse av mobbning.

Coincidental increases in online instruction at institutions of higher education and in online social networking generally in the U.S. have created opportunities for research into how digital interpersonal connectivity affects online learning. This study examined interactive webcasts, or webcasts plus chat, that were part of an online undergraduate course covering Internet knowledge and skills at a large public university. Symbolic interactionism served as the theoretical framework for explicating interactive webcasts as useful online learning environments by exploring the complex processes that instructional staff employed to manage their actions and interactions as moderators in the webcasts and chats. A constructivist grounded theory approach guided the collection and analysis of empirical data in the form of webcast media and transcripts, chat logs, students‘ reflective writing, and semi-structured, intensive interviews with instructional staff. From the study emerged theoretical categories in three tiers related to a generalized moderator process called minding the verge: moderators minded the verge in three conditions of interaction– converging, attending, and diverging; in three loci of interaction – webcasts, chats, and webcasts+chat; and through six actions of moderating – bonding, orientating, guiding, tending, validating, and branching. The results of this study provide moderators for the course with insights into their actions in the interactive webcasts and with concepts moderators can use to explore how to manage interactive webcasts more effectively. Beyond effecting substantive changes to interactive webcasts for the course, the study may guide others who wish to pursue further studies of webcasts+chat as they occur in the course or elsewhere, or of other mixed-media environments, or who wish to adopt mixed-media environments for instruction. Other potential areas for research that emerged from this study include the affective states of participants in the webcasts+chat and the use of affective devices, such as emoticons and abbreviations, for showing affective states; the effect that format has on the efficacy of webcasts+chat used for computer-mediated instruction; and the processes students employ to manage actions and interactions in the webcasts and chats. / text