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.
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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.
| Type: | Article |
|---|---|
| Title: | Diversity, identity and belonging in e-learning communities: some theories and paradoxes Teaching in Higher Education |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| 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 |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10002020 |
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