Listening for Silence in Text-Based, Online Encounters

by: Michalinos Zembylas, Charalambos Vrasidas

Distance Education, Vol. 28, No. 1. (2007), pp. 5-24.

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Abstract

This article addresses the ways in which learners’ silence plays out within asynchronous and synchronous text-based, online communication. Our study takes an ethnographic perspective in examining how learners and instructors in two online courses use and interpret silence. The ways in which those learners and instructors eventually integrated silence into their online communication were interpreted as non-participation, confusion, marginalization, and thoughtful reflection. These findings have implications that are relevant to instructors’ efforts to create constructive online learning environments and view silence as an important aspect of social presence. We thus propose the need for the development of a deeper analysis—both empirical and theoretical—on the notions of online silence, social presence, and communication.

@article{citeulike:1412843, abstract = {This article addresses the ways in which learners\’ silence plays out within asynchronous and synchronous text-based, online communication. Our study takes an ethnographic perspective in examining how learners and instructors in two online courses use and interpret silence. The ways in which those learners and instructors eventually integrated silence into their online communication were interpreted as non-participation, confusion, marginalization, and thoughtful reflection. These findings have implications that are relevant to instructors\’ efforts to create constructive online learning environments and view silence as an important aspect of social presence. We thus propose the need for the development of a deeper analysis\—both empirical and theoretical\—on the notions of online silence, social presence, and communication.}, author = {Zembylas, Michalinos and Vrasidas, Charalambos }, citeulike-article-id = {1412843}, doi = {http://dx.doi.org/10.1080/01587910701305285}, journal = {Distance Education}, keywords = {elearning, interaction}, number = {1}, pages = {5--24}, posted-at = {2007-06-26 04:50:50}, priority = {2}, publisher = {Routledge}, title = {Listening for Silence in Text-Based, Online Encounters}, url = {http://dx.doi.org/10.1080/01587910701305285}, volume = {28}, year = {2007} }

RIS record

TY - JOUR ID - citeulike:1412843 L3 - citeulike-article-id:1412843 N2 - This article addresses the ways in which learners’ silence plays out within asynchronous and synchronous text-based, online communication. Our study takes an ethnographic perspective in examining how learners and instructors in two online courses use and interpret silence. The ways in which those learners and instructors eventually integrated silence into their online communication were interpreted as non-participation, confusion, marginalization, and thoughtful reflection. These findings have implications that are relevant to instructors’ efforts to create constructive online learning environments and view silence as an important aspect of social presence. We thus propose the need for the development of a deeper analysis—both empirical and theoretical—on the notions of online silence, social presence, and communication. IS - 1 JF - Distance Education EP - 24 TI - Listening for Silence in Text-Based, Online Encounters PB - Routledge VL - 28 SP - 5 KW - elearning KW - interaction AU - Zembylas, Michalinos AU - Vrasidas, Charalambos PY - 2007/// UR - http://dx.doi.org/10.1080/01587910701305285 ER -

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