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As with all phenomena, both interior and exterior manifestations exist. We do, think, and feel all at the same moment. For example, at the moment I wrote this, while I was typing, my shoulders ached from the twelfth hour on the document that day; I felt excited because the writing was going well, and I was also planning what I needed to type next. Moreover, the moment I began to write this passage I added another level, that of evaluation. The constraints of time and space do not allow these synchronous activities to exist except in separate form once I moved from experiencing the moment to the recording of the experience. That is the dilemma of any research. The themes listed are an attempt at weaving linear depictions into a synergic whole. The movement is apparent, I would hope, from the most distant to the least:
Using these themes to describe the reactions of the members of class to their assignments, their environment, their teacher, and their counterparts in the class should result in what it is like to be a first-year composition student in an online class. To apprehend their experience and "to satisfy the three tenets of the qualitative method: describing, understanding, and explaining" (Tellis, 1997), this substantive case report (Lincoln & Guba, 1985), chronologically records how students met the demands of the online class. It does so through
Subsections of Chapter III in Order of Apperance
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Write to Jan -- jan@js.spokane.wa.us Last Updated 10/20/01These pages designed, maintained and copyrighted by Jan Strever, © 2001. |
