This study investigated participation levels of developmental writing students inoral discussions and electronic discussions using the synchronous conferencing software InterChange. The study used a combination of quantitative and qualitative methods in a naturalistic/quasi-experimental design under a social constructivist epistemology. The methods included: word counts onto which biological sex and socially-constructed gender (as measured by the Bern Sex-Role Inventory) were overlaid as variables; a modified taxonomy based on Bales' Conversational Analysis measure; a taxonomy which measured the direction of discourse; and "thick description" in the form of subjective reactions to videotaped oral discussions and transcribed electronic discussions.The multi-modal, descriptive findings indicate that students participate more frequently in electronic discussions; that subsequent oral classes take on participatory characteristics of an InterChange session; and that while the more frequent participation in InterChange discussions does appear to carry over into subsequent oral discussions, socially constructed variables such as gender may, in fact, encourage students to participate less frequently in oral discussons after using InterChange. The findings also show that InterChange discussions are primarily student-centered: most of the responses generated are aimed at other students. In the oral classroom, very little student-to-student interaction occurs. The findings of this study indicate that while the computer environment may not promote egalitarian discourse, it does tend to produce more democratic discourse. / Department of English
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/180062 |
| Date | January 1995 |
| Creators | Rickly, Rebecca J. |
| Contributors | Hanson, Linda K. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | viii, 209 leaves : ill. ; 28 cm. |
| Source | Virtual Press |
Page generated in 0.0022 seconds