A dramaturgical examination of online university student practices in a second year psychology class

Abstract

This study employs dramaturgical analysis, the study of social interaction in terms of theatrical performance, in examining online student interactions. Region-specific activity—front stage (the course LMS) versus backstage (Facebook)—was examined to determine where students spend their time doing class-related tasks. The context for this case study is a second-year online psychology class at an Australian university. Data were collected concerning students’ course-related activities in the two venues. Over a 12-week semester, 126 students were observed in the LMS. Twenty-one 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. Findings suggest that the audience in each setting, as well as the timing of communication and duration within each setting, appear to have contributed to shaping students’ learning experiences. Awareness of these contributing factors may aid online teachers in understanding students’ learning preferences, and the roles of social networking tools in supporting learning collaborations.