Issues for Democracy and Social Identity in Computer Mediated Communication and Networked Learning

Hodgson, Vivien

doi:10.1007/978-1-4471-0181-9_13

Cited by 18 publications

(17 citation statements)

References 9 publications

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“…When a learning context supports the exchange and discussion of ideas there is the opportunity for each individual to assimilate new information and to build on their current understanding by accommodating the ideas of other students (Hodgson, 2002;Laurillard, 2002). By including a requirement that learners collaborate on a shared task there are some additional pedagogical benefits.…”

Section: Introductionmentioning

confidence: 99%

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Robinson

2013

Computers & Education

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In order to determine how emotions and cognition are experienced during collaborative group work online students' descriptions of their learning experience were interpreted using a qualitative approach. A common feature of these accounts was reference to difficulties and problems. Four main themes were identified from this data set. Two of the themes, 'Constraints on autonomy' and 'Reflections about collaboration', encapsulate the experience of engaging in group work. The other two themes 'Virtual others' and 'Communicating online. The impact on progress and achievement' provide some insight into what is unique about the socio-emotional experience of collaborating online and how it can influence motivation and learning. The findings were considered from two perspectives of the role of emotion in learning: the socio-cognitive model of self-regulated learning and the community of inquiry framework (COI). An interdisciplinary approach was adopted by taking into account recent research in social cognitive neuroscience. Some practical recommendations about the deployment of technologies for group work online and for empowering students' understanding of the value of collaborative learning are made. The value of verbal immediacy practices as a way of counteracting the disembodied nature of the relational experience of others online is discussed.Keywords: group work; computer supported collaborative learning (CSCL); emotion; social cognitive neuroscience; interdisciplinary; community of inquiry (COI); self regulated learning; verbal immediacy IntroductionWhen a learning context supports the exchange and discussion of ideas there is the opportunity for each individual to assimilate new information and to build on their current understanding by accommodating the ideas of other students (Hodgson, 2002;Laurillard, 2002). By including a requirement that learners collaborate on a shared task there are some additional pedagogical benefits. The process of co-constructing an artifact together with other students provides each learner with an opportunity to reflect on practice and to adapt practice (Laurillard, 2009;Laurillard, 2012). The development of technologies such as forums, wikis and virtual worlds, has meant that group work can take place online. Text based forums and wikis allow for asynchronous communication and therefore offer the practical advantage of flexibility as to when and where engagement with the group and the shared group task takes place; there is no requirement for participants to be co-located. For distance learners, and the tutors who support them, the impact of these technologies has been profound. Institutions can now offer opportunities to connect and learn with others at a distance in a way that was not possible previously (Gaskell, 2009). The availability of these technologies also means that workspaces are increasingly distributed and federated and there are many informal online spaces where collaboration can take place. For example, by using wiki technology 'thousands of dispersed volunte...

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Section: Introductionmentioning

confidence: 99%

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Robinson

2013

Computers & Education

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“…Hence, code-switching helped build up their confidence to use English, and the opportunity to use more English within a supportive community may scaffold greater English fluency (Lam, 2004). These findings also resonate with the studies o f identity construction by Spears and Lea (1992), Yates (1997), andHodgson (2002) in which researchers found that participants in online activities establish their social identity by interacting with a group and becoming members o f this group.…”

Section: ® E E Is (H Eit Ian Jun) Sayssupporting

confidence: 85%

“…In a similar vein, Yates (1997) views online identity construction as something that occurs through discourse, and claims that all texts carry markers that can identify their authors in different ways. Hodgson (2002) suggests that an examination o f the use o f language in networked learning environments can reveal how the process o f identity-construction works through dialogue. Similarly, Beach (2000) points out that activity-theory-influenced perspectives can guide research that examines how readers, viewers, and composers o f media texts "construct their identities within the competing contexts o f their own immediate, local activity, as well as within the larger context o f a virtual media world" (p. 13).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The process o f constructing new identities in the CMC environment involves students' dynamic collaborative meaning negotiations with others within a specific community of practice. Similarly, Hodgson (2002) proposed that an analysis of people's different ways o f expression can examine the processes through which social relationships are constructed and people acquire a sense o f their own identity. She suggests that we need to examine closely the use o f language in networked learning environments so as to uncover the process o f identity construction through dialogue.…”

Section: Identity Constructionmentioning

confidence: 99%

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Code-switching by Chinese English-as-a-second-language students in computer-mediated communication: A multiple case study.

Cui¹

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“…Educators who recognise the benefits of dialogic contexts for deepening understanding and knowing recognise their potential as a learning context (Hodgson 2002). (Hrastinski 2009) claims that participation and learning are intricately interrelated; in order for learners to take full advantage the participation experience needs to be satisfactory.…”

Section: Introductionmentioning

confidence: 99%

Students’ appraisal of emotional and relational experience whilst collaborating online using text based communication

Robinson

2010

Computers & Education

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How to cite:Robinson, Kathy Students' appraisal of emotional and relational experience whilst collaborating online using text based communication. Computers & Education, 54(3) pp. 799-807. oro.open.ac.ukStudents' appraisal of emotional and relational experience whilst collaborating online using text based communication. 1 AbstractThe impacts that the lack of physical cues and non-verbal cues of emotional expression has on the student learning experience in text based online environments were targeted separately in this study. A questionnaire was constructed with separate items for non-verbal cues of emotional expression and cues to physical identity. The survey also included questions about students' previous experience with technology and collaboration, and their motivations for undertaking the course. Views about their interactions with other students were also sought. The responses of two hundred and fifty students who had undertaken a text based online course where collaboration was a mandatory requirement were collected and subsequently analysed using cluster analysis. Four distinct cohorts of students were identified. Using a conceptual approach borrowed from neuroscience, modularity, it has been possible to encapsulate the effects of three distinct aspects of collaborating in text based online contexts, lack of cues to physical identity, lack of cues to emotional expression and interaction experience. These aspects were analysed alongside the student profiles for each of the four cohorts. The findings indicate that the external factors that an individual student brings to a learning context can impact on the learning experience. Neuroscientifically based knowledge that is relevant for the findings of the survey are identified and considered in terms of the questions raised from an interdisciplinary perspective.Keywords emotion, online interaction, collaboration, computer mediated communication, neuroscience. IntroductionLearning environments hosted by computer-mediated conferencing software provide significant practical advantages for some learners. Educators who recognise the benefits of dialogic contexts for deepening understanding and knowing recognise their potential as a learning context (Hodgson 2002). (Hrastinski 2009) claims that participation and learning are intricately interrelated; in order for learners to take full advantage the participation experience needs to be satisfactory. Hrastinski describes participation 'as a complex process of taking part and maintaining relations with others' (Hrastinski,2009, p80). However it has been argued that a text based online context does not adequately provide for the emotional aspects of interacting with others, see (Walther 2006) for a review. In particular there have been persistent claims that social presence and sense of social identity are either diminished or lacking and that negative behaviour towards others (flaming) is more common (Siegel, Dubsovsky, Kiesler & McGuire, 1986). This view has undoubtedly been influenced by research into teleconfe...

show abstract

Issues for Democracy and Social Identity in Computer Mediated Communication and Networked Learning

Cited by 18 publications

References 9 publications

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Code-switching by Chinese English-as-a-second-language students in computer-mediated communication: A multiple case study.

Students’ appraisal of emotional and relational experience whilst collaborating online using text based communication

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