Abstract
This pedagogical and methodological chapter aims at contributing to increasing Web teachers’ awareness of the different ways teachers and students can make themselves “visible” in the virtual environment by describing three categories of footing in online educational forums, namely, social footing, teaching footing, and cognitive footing. The categories are explained in line with the definition of footing, originally presented by Goffman (1981) and extended to online environments by Paiva and Rodrigues-Junior (2004, 2007). The data stems from a 60-hour online reading and writing course for undergraduate students of English as a Foreign Language in Brazil and was selected having in mind the categories discussed throughout the chapter, with special emphasis on the role played by the teacher and her students during the course. The analysis has shown that footing can be clearly perceived as an interactive category for online environments by means of textual analysis, with special focus on the transitivity model developed by Halliday (2004) and the social, teaching, and cognitive presences investigated by Garrison (2006) and his colleagues.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
