|Date||Thursday, October 6, 2011|
|Details||Light refreshments in Gould-Simpson 9th floor atrium before talk.|
|Speaker||Catherine F. Brooks, Assistant Professor and Associate Chair|
|School/Dept.||Communication Studies Department|
|Affiliation||California State University, Long Beach|
Exploring Face-to-face and Online Classroom Discourses: A Case Study of Social Roles as Performed in a College Course
Hybrid courses, or those that involve a significant amount of online meeting time, are increasingly prevalent on university campuses. This has precipitated some to suggest that online spaces for learning are more student-centered than traditional classrooms. Thus, even as we have witnessed the increasing use of new media technologies in learning environments, we have not fully interrogated how the provision of online spaces influence teacher-student and student-student interactions and relationships across classroom environments. This presentation examines how class participants in a hybrid college course reified or challenged ‘normative’ classroom talk. Moreover, this presentation interrogates the social roles constructed and performed by class participants. The findings of this research suggest that both familiar and atypical roles existed simultaneously, and that the practices of students reflected both highly ritualized as well as newly-constructed linguistic conventions within a case study “hybrid” university classroom.
Catherine Brooks, earned her PhD in Education from the University of California, Riverside. Catherine’s primary research interests focus on language use, computer-mediated communication, as well as classroom talk and discourse. She is most interested in the social uses of communication technologies and the varied opportunities for self-presentations, roles, identities, relationships, emotions and communities that can emerge and develop online. Her research works across disciplinary boundaries and draws on a variety of academic traditions and methodologies.