This study examined how class participants in a college course reified or challenged normative classroom communication practices; by interrogating how a teacher and her students used language (to include patterns and discourses) in their day-to-day interactions, this study worked to uncover the social roles constructed and performed by class participants. The findings suggest that both familiar and atypical roles existed simultaneously, and that linguistic practices reflected both familiar ritual and newly-constructed conventions within a case study "hybrid" university classroom. Findings are presented by distinguishing between social roles performed within the face-to-face and online classroom environments, then comparisons across environments are made, future research avenues are proposed, and primary contributions are discussed.
|School:||University of California, Riverside|
|School Location:||United States -- California|
|Source:||DAI-A 69/06, Dissertation Abstracts International|
|Subjects:||Linguistics, Educational technology, Curriculum development, Higher education|
|Keywords:||Classroom discourse, Face-to-face, Online, Social roles|
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