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“I'm Not Simply Dealing with Some Heartless Computer”: Videoconferencing as Personalized Online Learning in a Graduate Literacy Course

“I'm Not Simply Dealing with Some Heartless Computer”: Videoconferencing as Personalized Online Learning in a Graduate Literacy Course

Peggy Lynn Semingson, Pete Smith
Copyright: © 2016 |Pages: 25
ISBN13: 9781466695825|ISBN10: 146669582X|EISBN13: 9781466695832
DOI: 10.4018/978-1-4666-9582-5.ch007
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MLA

Semingson, Peggy Lynn, and Pete Smith. "“I'm Not Simply Dealing with Some Heartless Computer”: Videoconferencing as Personalized Online Learning in a Graduate Literacy Course." Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, edited by Lydia Kyei-Blankson, et al., IGI Global, 2016, pp. 160-184. https://doi.org/10.4018/978-1-4666-9582-5.ch007

APA

Semingson, P. L. & Smith, P. (2016). “I'm Not Simply Dealing with Some Heartless Computer”: Videoconferencing as Personalized Online Learning in a Graduate Literacy Course. In L. Kyei-Blankson, J. Blankson, E. Ntuli, & C. Agyeman (Eds.), Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses (pp. 160-184). IGI Global. https://doi.org/10.4018/978-1-4666-9582-5.ch007

Chicago

Semingson, Peggy Lynn, and Pete Smith. "“I'm Not Simply Dealing with Some Heartless Computer”: Videoconferencing as Personalized Online Learning in a Graduate Literacy Course." In Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, edited by Lydia Kyei-Blankson, et al., 160-184. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9582-5.ch007

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Abstract

This chapter provides a case study example using cross-case analysis (Merriam, 2001) of digital mentoring within an online Master's level literacy course at a large public university in the Southwest United States. Two mentors provided individualized video conference sessions, using Blackboard Collaborate™ to 28 students (mentees). Data included written reflections from students as well as transcripts from selected videoconference sessions. Structured synchronous mentoring sessions provided a predictable framework for students and mentors alike. This chapter provides an analysis of the students' perceptions of the conferences, the types of discourse patterns and language analysis of the conferences, as well as description of themes and trends across the data. Suggestions on the usefulness of the conferences as well as the structure of mentoring sessions are described in the chapter. Established and emerging models of mentorship and e-development are outlined and utilized to frame the analyses and future research directions.

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