ERIC Number: EJ870729
Record Type: Journal
Publication Date: 2009-Dec
Abstractor: As Provided
Social Software: New Opportunities for Challenging Social Inequalities in Learning?
Learning, Media and Technology, v34 n4 p291-305 Dec 2009
Enthusiasts for new social software do not always acknowledge that belonging to e-learning communities depends upon complex and often unresolved identity issues for learners. Drawing on the author's previous research on belonging in social learning, the paper presents a theory of identity congruence in social learning and brings to the foreground the importance of identities which arise from expressions of gender, class, ethnicity, age, etc. in the social, operational and, in particular, the knowledge-building aspects of learning. These three dimensions of identity congruence are used to evaluate the potential of new social software. While social software might encourage some learners to engage in social and operational identity work, there are disadvantages for others, and learner-generated knowledge and e-assessment practices can be divisive. Inclusive e-learning depends upon pedagogies and assessments which enable learners to shift and transform identities, and not solely on widening the range of technologies available. Such caution should underpin future research.
Descriptors: Electronic Learning, Socialization, Self Concept, Learning Theories, Student Evaluation, Evaluation Methods, Educational Assessment, Social Networks, Educational Environment, Social Theories, Social Influences, Higher Education, Social Stratification, Educational Technology, Computer Uses in Education, Influence of Technology, Internet, Foreign Countries, Computer Software, Electronic Publishing, Web Sites
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Identifiers - Laws, Policies, & Programs: Equal Access