Critical Discourse Analysis of Collaborative Engagement in "Facebook" Postings

Autor/in	Rambe, Patient
Titel	Critical Discourse Analysis of Collaborative Engagement in "Facebook" Postings
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 2, S.295-314 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Discourse Analysis; Social Networks; Web Sites; Computer Mediated Communication; Peer Relationship; Teacher Student Relationship; College Freshmen; College Faculty; Learner Engagement; Power Structure; Case Studies; Foreign Countries; Developing Nations; South Africa + Suchen Sie Ihr Suchwort? Diskursanalyse; Social network; Soziales Netzwerk; Web-Design; Computerkonferenz; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienanfänger; Fakultät; Case study; Fallstudie; Case Study; Ausland; Developing country; Developing countries; Entwicklungsland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	While research literature affirms the potential for social networking sites (SNSs) to democratise communication, their impact on micro-level, academic relations at university level has not been explored sufficiently in developing countries. The literature on SNSs (especially "Facebook") has emphasised its appropriation for the marketing of university programs to prospective students and enhancing institutional-level contact between university administration and students. As such, the impact of SNSs on micro-level (educator-learner and learner-peer) relations and relational power remains speculative. Mindful of how discursive types and discourses inform the construction of social power, this study employs critical discourse analysis (CDA) and educator-learners "Facebook" conversations to expose the exercise of relational power and social learning in these interactional spaces. "Facebook" postings are examined to explore academic relations and associated learner challenges like limited meaningful engagement with peers and content, superficial learning and general academic under-preparedness. The findings suggest the prevalence of formal authoritative (or hierarchical) discourses, few informal liberating (horizontal) discourses, nascent peer-based collaboration and limited learner engagement with theory. These phenomena generally point at first year students' under-developed study skills and less sophisticated literacies. The challenges and potential for transformative learning are explored and possibilities for effective engagement suggested. (Contains 1 figure and 7 tables.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10