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Invoking the Subjectivity of the Online Learner

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Invoking the Subjectivity of the Online Learner COMMUNITY REVISITED: INVOKING THE SUBJECTIVITY OF THE ONLINE LEARNER Sergey Rybas A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2008 Committee: Kristine Blair, Advisor Salim Elwazani Graduate Faculty Representative Richard Gebhardt Bruce Edwards © 2008 Sergey Rybas All Rights Reserved iii ABSTRACT Kristine L. Blair, Advisor In this project, I argue that the communal potential of online education has been limited to an essentialized and inflexible notion of community that has served as a yardstick of success for education across levels and disciplines. Tracing the roots of the limited understanding and uses of online community to two themes in sociology and communication – the instinctual drive toward community-building and the egalitarian promise of online technology – I propose examining online communities in light of a fundamentally different bind – a discourse that allows divorcing the notion and practice of online community from the notion and practice of any other discourse, particularly face to face communication, and enables assessing and appreciating online community as a dynamic concept in its own right. Such approach to online community allows for a more informed idea of communicating online that resonates with the many paths of identity and literacy formation afforded by online technology. The empirical part of the project examines the online interactions in a distance learning class, focusing on the subjectivities of its students. Using both qualitative and quantitative data, the study explores the role the online subjectivities play in the formation and functioning of an online community. Situating this project in a larger discussion of collaborative education, I examine how the newly established subjectivities of students and teachers both reflect and problematize the traditional understandings of community. The analysis of subjective power and knowledge suggests the idea of online community as open source, which points to the individual agency of every constituent of the communication process and promotes consideration and inclusion of the subjective understandings and performances of communal interactions. An open source community observes a shift from iv building and preserving the communal to locating it in the practices and performances of community members. I argue that a vibrant, multimodal, and flexible idea of community could be a revisable structure based on the needs, skills, and goals of the users and the possibilities of the technology that harnesses online communication. The project also emphasizes the need of an additional exploration of the power relations in limited-access entities, such as online classes, mapping the ways in which subjective power plays into the construction of community, and welcoming the individual knowledges and performance of communal communication online that present new possibilities for a more inclusive, diverse, intellectually-fair and challenging education. v For Natalia and Gleb. You are my everything. vi ACKNOWLEDGMENTS First, I want to thank my mom, dad, and my brother for the enormous support in everything I have ever done in my life. Сердечное вам спасибо за все в этой жизни. You have sacrificed so much to see me stand on my feet. I love you. There is hardly a word of gratitude that fully describes my appreciation of the help and support I have received from Dr. Kristine Blair while working on this project and beyond. You have been a true mentor, a wonderful colleague, and a much needed friend without whom I would never have gotten this far. I am forever your fan, Kris. Many thanks to my dedicated committee members: Richard Gebhardt, Bruce Edwards, and Salim Elwazani. Your thoughtful feedback helped me see a way out of this project when I was stuck in the middle of it. Finally, a special thank you to Jen Almjeld, The Zimmann Family, James Schirmer, and Florence Bacabac. You are the greatest pals ever. vi TABLE OF CONTENTS Page INTRODUCTION ................................................................................................................. 1 CHAPTER I. OVERVIEW AND JUSTIFICATION .......................................................... 4 The Social Binding of Cyberspace ............................................................................ 4 Online Community in Composition Studies.............................................................. 6 Problematizing Online community............................................................................ 8 The Egalitarian Debate.................................................................................. 9 The Egalitarian Debate and Online Community............................................ 13 Conceptualizing Online Community ........................................................................ 15 New Directions in Scholarship on Online Communities .......................................... 20 Further Research on Online Communities ................................................................ 22 Community as Discourse .......................................................................................... 25 Project Parameters ..................................................................................................... 27 The Following Chapters............................................................................................. 28 CHAPTER II. ONLINE COMMUNITY THEORIZED ...................................................... 30 The Overview ............................................................................................................ 30 Discourse: An Introduction ....................................................................................... 31 Exploring the Rules of the Game............................................................................... 33 Bourdieu: Field and Habitus ......................................................................... 34 Productivity of the Field ............................................................................... 36 Online Power, Surveillance, and the Subjugation of the Online User ...................... 38 Panopticon: The History............................................................................................ 40 vii The Panoptic Qualities of an Online Class .................................................... 42 From Surveillance to Subjectivity ................................................................. 43 Lacanian Subject ........................................................................................... 44 Gramsci, Hegemony, and the Agency of the Subaltern Class ...................... 46 Subjects, Vision, Embodiment, and Situated Knowledges ....................................... 48 Implications for Online Education ............................................................................ 52 CHAPTER III. METHODOLOGY ....................................................................................... 55 The Summary ............................................................................................................ 55 Ethnography .............................................................................................................. 55 Critical Ethnography.................................................................................................. 59 The Objects of Research ........................................................................................... 60 The Power Structure(s) of Online Community.............................................. 60 Online Community Construction .................................................................. 61 Data Collection ......................................................................................................... 62 Qualitative and Quantitative Data ................................................................. 62 Research Questions ................................................................................................... 63 CHAPTER IV. FINDINGS AND DISCUSSION ................................................................ 70 The Prologue ............................................................................................................. 70 Positioning of the Findings ....................................................................................... 72 Participation Dynamics in English 207 ..................................................................... 74 Defining Online Participation........................................................................ 74 Going Beyond Blackboard: Email Messaging as Participation .................... 78 Conflicts “Behind the Scenes”....................................................................... 81 viii The Instructor’s Push..................................................................................... 84 What’s Involvement, Anyway?..................................................................... 93 Exploring the Power Relations .................................................................................. 100 Looking into Initiative .................................................................................. 100 Examining Questions and Expressions of Disagreement .............................. 108 Performing Interaction Online................................................................................... 116 Monologic vs. Dialogic Posts ......................................................................
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