LEADER 00000nam  2200469   4500 
001    AAI3372455 
005    20101102123038.5 
008    101102s2009    ||||||||||||||||| ||eng d 
020    9781109361285 
035    (UMI)AAI3372455 
040    UMI|cUMI 
100 1  Hamerly, Don Wade 
245 10 Minding the verge: Moderating webcasts+chat in a multi-
       section online undergraduate course 
300    246 p 
500    Source: Dissertation Abstracts International, Volume: 70-
       09, Section: A, page: 3366 
500    Adviser: Barbara F. Immroth 
502    Thesis (Ph.D.)--The University of Texas at Austin, 2009 
520    Coincidental increases in online instruction at 
       institutions of higher education and in online social 
       networking generally in the U.S. have created 
       opportunities for research into how digital interpersonal 
       connectivity affects online learning. This study examined 
       interactive webcasts, or webcasts plus chat, that were 
       part of an online undergraduate course covering Internet 
       knowledge and skills at a large public university. 
       Symbolic interactionism served as the theoretical 
       framework for explicating interactive webcasts as useful 
       online learning environments by exploring the complex 
       processes that instructional staff employed to manage 
       their actions and interactions as moderators in the 
       webcasts and chats 
520    A constructivist grounded theory approach guided the 
       collection and analysis of empirical data in the form of 
       webcast media and transcripts, chat logs, students' 
       reflective writing, and semi-structured, intensive 
       interviews with instructional staff. From the study 
       emerged theoretical categories in three tiers related to a
       generalized moderator process called minding the verge: 
       moderators minded the verge in three conditions of 
       interaction -- converging, attending, and diverging; in 
       three loci of interaction -- webcasts, chats, and webcasts
       +chat; and through six actions of moderating -- bonding, 
       orientating, guiding, tending, validating, and branching 
520    The results of this study provide moderators for the 
       course with insights into their actions in the interactive
       webcasts and with concepts moderators can use to explore 
       how to manage interactive webcasts more effectively. 
       Beyond effecting substantive changes to interactive 
       webcasts for the course, the study may guide others who 
       wish to pursue further studies of webcasts+chat as they 
       occur in the course or elsewhere, or of other mixed-media 
       environments, or who wish to adopt mixed-media 
       environments for instruction. Other potential areas for 
       research that emerged from this study include the 
       affective states of participants in the webcasts+chat and 
       the use of affective devices, such as emoticons and 
       abbreviations, for showing affective states; the effect 
       that format has on the efficacy of webcasts+chat used for 
       computer-mediated instruction; and the processes students 
       employ to manage actions and interactions in the webcasts 
       and chats 
590    School code: 0227 
650  4 Sociology, Theory and Methods 
650  4 Web Studies 
650  4 Education, Technology of 
650  4 Information Science 
650  4 Education, Higher 
690    0344 
690    0646 
690    0710 
690    0723 
690    0745 
710 2  The University of Texas at Austin.|bInformation Studies 
773 0  |tDissertation Abstracts International|g70-09A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
       advanced?query=3372455