This study applies dramaturgical sociology, specifically Goffman’s approach to region behaviour, to explore where students spend their time doing class related tasks in spaces other than the LMS. The context for this research is a case study of a second year psychology class at an Australian university. Data was collected about students’ front stage setting (the LMS) and backstage setting (students’ experiences on Facebook). Over a 12-week semester 126 students were observed in the LMS. During the semester, 21 students completed fortnightly questionnaires about where they spent their time and with whom. At the end of the semester, 14 students participated in online interviews. The findings that emerged from the data illustrated how the characteristics of the audience in each setting, as well as the timing of communication and duration of each setting, may have impacted a student’s social learning experience. This knowledge can help online teachers to understand the characteristics of a setting that might determine where students prefer to situate their learning experience. While this paper uses a dramaturgical perspective of online university students in a second year psychology class, the students’ experiences can generally be used to understand how LMS’s, social networking tools, and collaborative technologies support and impede social learning experiences in higher education.

中文翻译：

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大二学生在线心理学课堂上戏剧化的视角

这项研究运用了戏剧社会学，特别是戈夫曼的区域行为方法，以探索学生在LMS以外的其他空间中与课堂相关的工作所花费的时间。这项研究的背景是澳大利亚某大学二年级心理学课程的案例研究。收集了有关学生的前后台设置（LMS）和后台设置（学生在Facebook上的经历）的数据。在12周的学期中，LMS观察到126名学生。在本学期中，有21名学生每两周填写一次调查表，了解他们在哪里度过的时间以及与谁在一起的时间。学期末，有14名学生参加了在线面试。从数据中得出的发现说明了每种情况下受众的特征，以及沟通的时间安排和每个设置的持续时间，都可能影响学生的社交学习体验。这些知识可以帮助在线教师理解环境的特征，这些特征可能决定学生更喜欢在哪里进行学习。虽然本文使用在线大学生在第二年心理学课程中的戏剧性视角，但通常可以将学生的经验用于了解LMS的，社交网络工具和协作技术如何支持和阻碍高等教育中的社会学习体验。