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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. Green open access

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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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