Towards the end of Penrod’s “Access Before Assessment” chapter, she discusses the “ethical” issue of “how students are welcomed in networked environments” (152). She says that when students don’t feel welcomed into “networked environments in the classroom,” they tend to withdraw, and won’t participate in “class listservs, blogs, and chat[s]” (152). However, we can also see this lack of participation in more traditional classroom environments, when students don’t feel welcomed, they don’t participate in the in-class discussions, or other activities. I think it would be interesting to see if these groups of students who feel unwelcome are the same in both environments, if the groups who feel welcome in-class feel unwelcome in the networked environment, and vice versa.
I think that students who feel unwelcome in the in-class environment will feel more welcome in the networked environment, while those who feel welcome in the in-class environment will feel unwelcome in the networked environment.
Observe two or more classes that use a hybrid in-class/networked environment and note which students participate online and which students participate in class. Record classroom environment, and archive networked space.
Code for the levels/types of participation in the two different environments
Identify students who participate in one environment and not the other and discuss how un/welcome they feel in those environments, and what they attribute their participation, or lack thereof too.
What practices can we include in/out of the class to try and bridge the gap between these students’ feelings of being welcome in a particular environment?