Front-Stage and Back-Stage in Hybrid E-Learning Face-to-Face Courses

Glenn Gordon Smith; Hermann Kurthen

International Journal on E-Learning Vol. 6, No. 3 (July 2007) pp. 455–474

The authors analyzed online interactions in hybrid and blended courses to: (a) investigate if constructs from micro-sociology, such as self-talk, norms, and front-back-stage performance, provide a theoretical context for online interaction, and (b)...

Topics: Distance Education, Instructional Design, Inclusive Education, eLearning, Instructional Materials