From Student Needs to Instructor Roles: An Ethnographic Viewpoint

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Schmertzing, R. & Schmertzing, L. (2000). From Student Needs to Instructor Roles: An Ethnographic Viewpoint. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 1722-1725). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16453.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000
2000
ISBN 1-880094-40-1
  Jacqueline Bourdeau & Rachelle Heller
AACE

More Information on EDMEDIA
Table of Contents

Authors

Richard Schmertzing, Valdosta State University, United States; Lorraine Schmertzing, University of West Florida, United States

Abstract

This paper draws on data gathered during a year-long ethnographic study of graduate education classes in a 2-way audio 2-way video distance education classroom. Cultural analysis of transcript excerpts indicating student reactions to their experiences in the technologically mediated classroom highlight the anxiety and confusion they experience in making the shift from the familiarity of traditional classroom culture to the uncertainty of a new, often strange environment. This transition phase in classroom cultures, what Turner (1969) calls the liminal phase, is a time of high anxiety but also of high learning. Our data suggests that instructors who take on the role of technology guide and provide students the opportunity to vent anxiety and learn about the technology, create environments that significantly increase the comfort levels of students and receive much higher ratings from them.

Keywords

• Classrooms
• Culture
• Students
• Distance Education

Also Read

• A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
• Explicitly Addressing TPACK in Preservice Teacher Curriculum
• With a Little Help From Your Students: A New Model for Faculty Development and Online Course Design
• Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
• Unpacking TPACK: TPK Characteristics Supporting Successful Implementation
• Tracking TPACK Development through Conversations about New Literacies
• Using Podcasts to Replace Lecture: Effects on Student Achievement

Tags