Managing equivocality in the multiple modalities of the collaborative virtual classroom
Abstract
The purpose of the present study was to investigate interaction sequences and turn taking in the collaborative virtual classroom. Using the SPEAKING schema developed by Dell Hymes and Karl Weick's organizing model, this ethnography of communication analyzed how participants made sense in a collaborative virtual classroom over the course of a semester. Results suggest that the modalities implemented in the collaborative virtual classroom create different discursive spaces. Each of these discursive spaces contributed differently to the overarching pedagogical and relational objectives for the course. Any single modality was not sufficient in meeting the discursive needs of the participants, but the multiple discursive spaces complemented one another in providing arenas in which participants could work toward accomplishing the goals of the course. Additionally, the findings suggest that the equivocality in this learning environment required that more attention be paid to interaction management. The multiple modalities with their distinctive discursive styles, put differential demands on instructors. Strategies for managing interaction were borrowed, modified, and developed anew to meet these demands.
Degree
Ph.D.
Advisors
Stohl, Purdue University.
Subject Area
Communication|Educational software
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