Feeling Welcome In the Physical and Networked Classroom – Jeff

09 Oct


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.

Data Collection

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?


Posted by on October 9, 2013 in Uncategorized


4 responses to “Feeling Welcome In the Physical and Networked Classroom – Jeff

  1. E Workman

    October 14, 2013 at 6:07 am

    This research seems incredibly useful, especially given the hype around online versus face-to-face classes. Looking at a hybrid class rather than comparing separate online and face-to-face classes could potentially yield more useful data, too, because you could compare how the same students interact in different contexts.

    I’m curious as to how you would go about the coding process. How would you identify levels/types of participation? Would this be a strictly quantitative process, in the sense that you would be focusing on word count, or would you find a way to differentiate between substantive and surface-level responses?

    I think that observing students’ physical responses in the classroom would be an important component of this research, especially because you’re focusing so much on students’ feelings. It also seems like some kind of reflective writing could help to gather this information as well, particularly for students who might not be comfortable discussing their feelings in interviews.

  2. DB

    October 14, 2013 at 8:00 pm

    Interesting stuff, Jeff. I agree with Erin that looking at hybrid classes could be a useful approach here.

    I’m curious about how you get to your hypothesis. It makes sense, prima facie, that students who do not feel welcome in one would withdraw in another, but you posit the opposite. How come?

    I guess my suggestion would be to situate your hypothesis theoretically in some way. Are you making a similar assumption to that of Kendall–ie, some personality types (or learning styles) lean toward online or meatspace, and that they are pretty much mutually exclusive?

  3. jacobwcraig

    October 20, 2013 at 1:20 am

    I think that your study is interesting. I fall in line with Erin and David. Hybrid classes would be interesting.

    I’m also wondering why you see it as either/or, too.

    My suggestion would be to think about the varied ways that instructors use machines in CWCs and the ways that instructors ask students to use their machines in the traditional classrooms. I feel like what is actually done is probably more varied than we think. And I’m not entirely sure that just because computers are in the room, something significant changes.


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