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ERIC Number: EJ965900
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1049-4820
The Ethical and Practical Implications of Systems Architecture on Identity in Networked Learning: A Constructionist Perspective
Koole, Marguerite L.; Parchoma, Gale
Interactive Learning Environments, v20 n3 p203-215 2012
Through relational dialogue, learners shape their identities by sharing information about the world and how they see themselves in it. As learners interact, they receive feedback from both the environment and other learners which, in turn, helps them assess and adjust their self-presentations. Although learners retain choice and personal agency, even the most neutral-seeming technological environment may encourage some ways of interacting whilst discouraging others. Taking a constructionist perspective, the authors first compare peer-to-peer interaction in online and face-to-face environments. Online self-presentation is adjusted using identity management tools. These tools may provide efficient ways to locate and interact with other learners as well as protection mechanisms for personal information. In particular, the authors discuss the effects of anonymity and pseudonymity on trust and social capital. To illustrate these concepts, the authors discuss two social networking systems, "iHelp" and "The Landing", and how their underlying architectures may affect discourse and identity management. Throughout, there remains a tension between the individual self versus the self as part of a social group. The authors recommend careful consideration of the effects of systems architecture on both the individual and the community--thereby balancing the needs of the individual with her learning communities. From an ethical standpoint, only then can both individual and community flourish online.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A