Somewhere between Repartee and Discourse

In an increasingly technology-driven world, learners
often meet each other in completely textual
environments. The ways in which learners construct
textual representations of themselves and how they
use text to make sense of their peers in
computer-mediated discussions is investigated here.
Two major questions are addressed: First, broadly,
how do learners experience these discussions, both as
they happen and as they reflect on them later?
Second, how do they use language to represent
themselves and make sense of their peers in these
electronic environments? Data are analyzed using a
qualitative, grounded theory approach, and a model of
students experiences emerges through constant
comparisons among and within a variety of data
sources. A number of specific processes and
relationships are identified as important to
students'' experiences in computer-mediated
discussions. Four case studies are reviewed, and
implications for research and practice are discussed.

Autorentext

Alicia earned a Ph.D. in educational psychology at TheUniversity of Texas at Austin in 2004. She works for the UTeachInstitute and assists in replicating the UTeach teacherpreparation program at universities across the United States. Shelives in Austin, Texas with her husband and four children.

Klappentext

In an increasingly technology-driven world, learnersoften meet each other in completely textualenvironments. The ways in which learners constructtextual representations of themselves and how theyuse text to make sense of their peers incomputer-mediated discussions is investigated here.Two major questions are addressed: First, broadly,how do learners experience these discussions, both asthey happen and as they reflect on them later?Second, how do they use language to representthemselves and make sense of their peers in theseelectronic environments? Data are analyzed using aqualitative, grounded theory approach, and a model ofstudents' experiences emerges through constantcomparisons among and within a variety of datasources. A number of specific processes andrelationships are identified as important tostudents' experiences in computer-mediateddiscussions. Four case studies are reviewed, andimplications for research and practice are discussed.