Blurring boundaries with computer-mediated communication: Academic-personal palimpsest as a means of new knowledge production

Kayla D. Hales, Stephanie Troutman

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The authors survey the landscape of CMC and education by relating it to increasingly popular hybrid course structures. This chapter maps findings associated with academic learning and subjective knowledge in a graduate course assignment: the "electronic palimpsest". This became a vehicle for the exploration of embodiment, identity, and virtual learning. Within the electronic palimpsest these themes were sustained, complicated, and evaluated from multiple standpoints, as demonstrated through content analysis of postings. Ultimately, this case study contributes to and supports the belief that case-specific accounts of alternative CMC projects are highly valuable in providing future directions for the requisite evolution of technologies associated with hybrid learning. The electronic palimpsest challenges typical assumptions of learning communities, as well as assessments and outcomes of learning in virtual environments. This study promotes possibilities for different pedagogical approaches to the question: what is the relationship between knowledge production and the development of learning communities?

Original languageEnglish (US)
Title of host publicationInterpersonal Relations and Social Patterns in Communication Technologies
Subtitle of host publicationDiscourse Norms, Language Structures and Cultural Variables
PublisherIGI Global
Pages277-291
Number of pages15
ISBN (Print)9781615208272
DOIs
StatePublished - Dec 1 2010
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)

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    Hales, K. D., & Troutman, S. (2010). Blurring boundaries with computer-mediated communication: Academic-personal palimpsest as a means of new knowledge production. In Interpersonal Relations and Social Patterns in Communication Technologies: Discourse Norms, Language Structures and Cultural Variables (pp. 277-291). IGI Global. https://doi.org/10.4018/978-1-61520-827-2.ch015