IOE EPrints

Diversity, identity and belonging in e-learning communities: some theories and paradoxes Teaching in Higher Education

Hughes, Gwyneth (2007) Diversity, identity and belonging in e-learning communities: some theories and paradoxes Teaching in Higher Education. Teaching in Higher Education, 12 (5-6). pp. 709-720. ISSN 1356-2517

[img]
Preview
PDF (Hughes2007diversity707.pdf)
Hughes2007diversity707.pdf - Other

Download (174Kb) | Preview

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.

Item Type: Article
Additional Information: This is an electronic version of an article published in Hughes, Gwyneth (2007) Diversity, identity and belonging in e-learning communities: some theories and paradoxes Teaching in Higher Education. Teaching in Higher Education, 12 (5-6). pp. 707-718. Teaching in Higher Education is available online at: http://www.informaworld.com/10.1080/13562510701596315
Divisions: IOE Departments > Departments > Continuing and Professional Education
IOE Departments > Departments > Lifelong and Comparative Education
Depositing User: IOE Repository Editor (2)
Date Deposited: 19 Mar 2010 10:18
Last Modified: 14 Oct 2013 12:01
View Item View Item