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ERIC Number: EJ1039922
Record Type: Journal
Publication Date: 2013-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1556-1607
Dialogical Positions as a Method of Understanding Identity Trajectories in a Collaborative Blended University Course
Ligorio, M. Beatrice; Loperfido, Fedela Feldia; Sansone, Nadia
International Journal of Computer-Supported Collaborative Learning, v8 n3 p351-367 Sep 2013
Recent learning sciences literature proposes to conceive learning as changes in the learner's identity trajectory. In this paper, we use the analysis of dialogical positioning as a method to track down and understand shifts in identity trajectories. The Bakhtinian concepts of "polyphony" and "chronotopes" are considered as dialogical indicators of the identity positions, and are the basis of our method. A qualitative/quantitative nature is featured in this method, which is composed of three steps: a) reading of the data; b) definition of a tailored list of dialogical indicators; c) quantitative analysis. A highly collaborative, blended university course, drawing on socio-constructivist principles, was used as the context to test the method. Indeed, we believe such a course would foster dialogical identity development. All the notes posted online during the course by two selected students were used as the corpus of data. The students were selected because of their diversity in terms of level of participation and initial technology propensity. The application of the method revealed the uniqueness of the trajectories, the correlations between indicators, and their sensitiveness to the activities of the course and to the students' personal circumstances.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A