A dramaturgical perspective of online university student behaviours in a second year psychology class

Abstract

This study applies dramaturgical sociology, specifically Goffman’s approach to region behaviour, to explore where students spend their time doing class related tasks in spaces other than the LMS. The context for this research is a case study of a second year psychology class at an Australian university. Data was collected about students’ front stage setting (the LMS) and backstage setting (students’ experiences on Facebook). Over a 12-week semester 126 students were observed in the LMS. During the semester, 21 students completed fortnightly questionnaires about where they spent their time and with whom. At the end of the semester, 14 students participated in online interviews. The findings that emerged from the data illustrated how the characteristics of the audience in each setting, as well as the timing of communication and duration of each setting, may have impacted a student’s social learning experience. This knowledge can help online teachers to understand the characteristics of a setting that might determine where students prefer to situate their learning experience. While this paper uses a dramaturgical perspective of online university students in a second year psychology class, the students’ experiences can generally be used to understand how LMS’s, social networking tools, and collaborative technologies support and impede social learning experiences in higher education.

OLJ March 2023 27(1)

“…Social/informal collaboration refers to student-initiated collaboration on social media platforms or in other informal ways to build social ties and learning support networks outside the formal learning environment. Gilmore (2020) discovered that strong social ties build social inclusion and create a more effective learning experience.…”

University Virtual Learning in Covid Times

“…In some other cases, tools were used which students did not even know how to use (Maz et al, 2012 ; AUTHOR). This shows that the results from some research studies which identified the crucial elements for virtual campus to succeed (greater interaction of students with the tools available on the platform) (Binyamin et al, 2019 ; Gilmore, 2020 ; Gómez & Moreno, 2018 ; Ohliati & Abbas, 2019 ; Villalón et al, 2019 ), had not been fully developed.…”