A Duoethnographic Exploration of Persistent Technological Failures in Synchronous Online Education

Authors

Phillip A. Olt Ed.D., Fort Hays State UniversityFollow
Eric D. Teman

Abstract

While higher education becomes increasingly reliant upon technology to deliver instruction, technological failures profoundly affect faculty members and students. We used duoethnography to explore the student-instructor dynamic during persistent technological failures within a synchronous online course, which occurred during a semester-long, qualitative research methods course. Duoethnography allowed us to first explore our own experiences and then engage in a continuous dialogue to interrogate the same event without privileging one voice over the other. We provide a series of dialogues of our shared understandings and different perspectives, taken from discussions and reflections on the experience. We then provide deeply personal insight into how faculty members and students may be affected by technological failures in distance education.

Document Type

Article

Source Publication

Forum: Qualitative Social Research

Version

Published Version

DOI

10.17169/fqs-19.3.3039

Publication Date

2018

Volume

19

Issue

3

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Rights

Notice: This material may be protected by copyright law (Title 17 U.S. Code).

Comments

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Recommended Citation

Olt, P.A., & Teman, E.D. (2018). A Duoethnographic Exploration of Persistent Technological Failures in Synchronous Online Education. Forum: Qualitative Social Research, 19(3).https://doi.org/10.17169/fqs-19.3.3039.