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Digital Ethnography Entry#2

Tradition versus Modernity:

Whenever my colleague and I bring up Covid-19 and our lived experiences, we often can't help but address the transition to online platforms (Zoom, Canvas, Microsoft Teams, etc..) and particularly, the way remote learning has been used by many in our cohorts to advance their own educational pathways.

From what I've gathered, he believes that some have exploited remote learning in ways that have allowed students to pass with grades not normally received in the past; suggesting that many may have cheated their way into an 'A' letter grade.

Additionally, he expresses that covid-19 and remote learning took away from his ability to fully navigate his academic options/opportunities and may have done far worse for younger generations who missed out on educational milestones such as: proms, graduations, college orientations and faculty open houses. As such, he comes from a former school of thought where students usually perform best in-person, with physical books, and through physical third (learning) spaces.

I resonate with his view but tend to argue that remote learning has allowed for underserved groups (usually having to take on multiple responsibilities as young adults) to increase their chances of attending college/university. And so when this implied exploitation of online resources is brought up [i.e. cheating], I tend to see it as one of multiple tools at the disposal of students who normally cannot afford the textbook(s), lab materials, etc..

Moreover, with job market demands requiring extended years of experience, and higher college degrees for entry level career positions - the market seems to regulate and discourage cheating at a later point in one's own academic and financial trajectory. And so, when students who have utilized remote learning and realize that becoming reliant on "cheating" and [recently] "Ai " are not realistic advantages when applying to graduate school- or to some corporate firm position, they refrain from doing so early on.

(I would also like to note that using online resources to "cheat" on an exam or quiz is a lot more difficult than it seems- especially when these exams or quizzes are proctored. In the end, students learn quickly that cheating takes twice the work, and is usually not worth it in the longer run.)

[thesocialreport]

Digital Ethnography

Building Theory:

Recently, I have found an interest in the way some online communities apply or generate “theory” through overly simplified observations.

Some that come to mind are: Dead internet theory ( the idea that Ai is replacing -and represents- a majority of interactions online), Sanpaku eyes theory (where a larger sclera, or white of eyes, indicate impending premature death) and others that live on the fringe of conspiracy.

While many of these beliefs are [hopefully] on the side of harmless entertainment, there is a disturbing realization in the way these views continue to attempt to force themselves into broader public discourse. Equally, the way in which vocal members of these communities insist on the existence or palpability of these "theories" through a [seemingly] cynical lens.