| Summary: | This dissertation addresses three distinct spaces where interaction occurs between
students and teachers engaged in the first year writing program at Ball State University: a faceto-
face classroom, the Blackboard Course Management System (CMS), and Facebook. While the
latter two of these spaces are online, they are vastly different from one another in functionality
and usage. For this study, data was collected through surveys, interviews, and by observing
students and teachers in face-to-face classrooms and online in Blackboard and Facebook. The
results revealed students and teachers felt a distinct separation between Blackboard and
Facebook – Blackboard is Academic and Facebook is Social. However, over the course of the
two semesters there was a mixture of the Academic within the Social: Facebook was slightly
used for academic purposes and Blackboard for social purposes. The findings suggest more
research is needed to better understand how students and teachers are using online spaces to
supplement their face-to-face classrooms and vice versa. Students are willing to use online
spaces required by the instructor as well as their own social spaces to learn, but as digital
technologies increase in usage within Composition classrooms, a better understanding of how
these spaces impact one another and the students who use them can offer insight into creating a
better knowledge-making environment.
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