Diversity, identity and belonging in e-learning communities: some theories and paradoxes Export

@article{citeulike:2150432, abstract = {It is often assumed that online collaborative learning is inclusive of diversity. In this exploratory paper, I challenge this notion by developing a theory which proposes that inclusion occurs through congruence between learners’ social identities and the identities implicitly supported through the interactions in a particular community. To build identity congruence, e-learning communities need spaces for both commonality and diversity, and I present three paradoxes which underlie the aims of online learners and teachers to embrace diversity online. I illustrate these with some examples from online learning and teaching. The ability to ‘listen’ to each other online offers a way forward, and the paper ends with some future possibilities about how we can ensure that e-learning communities benefit from diversity.}, author = {Hughes, Gwyneth}, citeulike-article-id = {2150432}, citeulike-linkout-0 = {http://dx.doi.org/10.1080/13562510701596315}, doi = {10.1080/13562510701596315}, journal = {Teaching in Higher Education}, keywords = {culture, elearning, theory}, number = {5}, pages = {709--720}, posted-at = {2007-12-20 08:09:40}, priority = {2}, publisher = {Routledge}, title = {Diversity, identity and belonging in e-learning communities: some theories and paradoxes}, url = {http://dx.doi.org/10.1080/13562510701596315}, volume = {12}, year = {2007} }

TY - JOUR ID - citeulike:2150432 L3 - citeulike-article-id:2150432 N2 - It is often assumed that online collaborative learning is inclusive of diversity. In this exploratory paper, I challenge this notion by developing a theory which proposes that inclusion occurs through congruence between learners’ social identities and the identities implicitly supported through the interactions in a particular community. To build identity congruence, e-learning communities need spaces for both commonality and diversity, and I present three paradoxes which underlie the aims of online learners and teachers to embrace diversity online. I illustrate these with some examples from online learning and teaching. The ability to ‘listen’ to each other online offers a way forward, and the paper ends with some future possibilities about how we can ensure that e-learning communities benefit from diversity. IS - 5 JF - Teaching in Higher Education EP - 720 TI - Diversity, identity and belonging in e-learning communities: some theories and paradoxes PB - Routledge VL - 12 SP - 709 KW - culture KW - elearning KW - theory AU - Hughes, Gwyneth PY - 2007/// UR - http://dx.doi.org/10.1080/13562510701596315 ER -