Goffman’s front stage and backstage behaviors in online education

Gilmore, Dawn

doi:10.18608/jla.2014.13.19

Cited by 13 publications

(8 citation statements)

References 11 publications

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“…Similarly, it is unreasonable to expect that all students want an online Facebook presence to support their learning experience. As illustrated in the example above, some learners support their social learning experience through offline relationships and this could be another backstage worth exploring (see for example Gilmore, 2014;Gilmore, 2017;.…”

Section: No Backstage Online Facebook Presencementioning

confidence: 99%

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

Gilmore

2020

OLJ

Self Cite

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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.

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Section: No Backstage Online Facebook Presencementioning

confidence: 99%

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

Gilmore

2020

OLJ

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“…Our theoretical commitments are rooted in critical and social interactionist frames. Goffman’s (1959) primary sociological insight that identity is created and sustained relationally as well as his dramaturgical analogy, exploring how identity is crafted through performance, has raised questions about the salience of his work for understanding online sociality (Gilmore, 2014; Laughey, 2007; Miller, 1995). Bullingham and Vasconcelos (2013), for example, argue through an analysis of bloggers and Second Life inhabitants that although the curation of self is heightened online, it remains “anchored to the offline” (2013: 110), and as such they argue Goffman’s framework retains its usefulness.…”

Section: Self-presentation and The Subject Of High-tech Neoliberalismmentioning

confidence: 99%

How Else Would You Take a Photo? #SelfieAmbivalence

Cambre

Lavrence

2019

Cultural Sociology

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Popular discourse describing selfies as the “narcissistic”2 practice of teenagers or a tool of personal empowerment, minimize the structural constraints under which selfies operate as a ubiquitous mode of sociality. Based on focus group discussions in two Canadian cities, we explore how young adults describe their selfie experiences and explore three discursive tensions expressed in the transcripts. First, how questions of “control” were taken up; second, how “visibility” was understood as fragile, and animated by an anxiety of invisibility; third, the nature of “fun” that selfies generate. We conclude by exploring some of the epistemological shifts that these practices indicate.

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“…The online dimension is taking on growing importance in learning. Gilmore (2014) puts forward a subdivision within the very concept of backstage in online education:…”

Section: Online Social Interactionsmentioning

confidence: 99%

Goffman’s Backstage Revisited: Conceptual Relevance in Contemporary Social Interactions

Serpa¹,

Ferreira²

2018

IJSSS

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Goffman’s analytical proposal for the interpretation of situations of interaction was, according to the author himself, expressly formulated for face-to-face situations with the actors physically present. This conceptual paper aims to analyse some highlights specifically about backstage – its conceptual meaning and its potential heuristic relevance for the interpretation of social interactions in the contemporary world. For this purpose, a documentary selection geared by the concept of backstage was carried out, which allows considering that the sociological understanding of the interactions that take place in an online context could be deepened with an enhancement of Goffman’s theory considering that there is a tendency to a greater plasticity in the presentation of the self in this type of interactions with a greater identity flow.

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Goffman’s front stage and backstage behaviors in online education

Abstract: This research applies Goffman's Presentation of Self in Everyday Life to analyze online and offline student participation in two online subjects. Mixed-methods will be used to produce a fuller account of student experiences.

Cited by 13 publications

References 11 publications

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

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

How Else Would You Take a Photo? #SelfieAmbivalence

Goffman’s Backstage Revisited: Conceptual Relevance in Contemporary Social Interactions

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