Hughes, G;
(2007)
Diversity, identity and belonging in e-learning communities: Some theories and paradoxes.
Teaching in Higher Education
, 12
(5-6)
pp. 709-720.
10.1080/13562510701596315.
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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 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13562510701596315 |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1490898 |
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