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ERIC Number: EJ1147462
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0158-7919
The Interactions between Facilitator Identity, Conflictual Presence, and Social Presence in Peer-Moderated Online Collaborative Learning
Xie, Kui; Lu, Lin; Cheng, Sheng-Lun; Izmirli, Serkan
Distance Education, v38 n2 p230-244 2017
Research has focused on the significance of social presence in online learning. However, peer interaction does not always result in positive emotions and feelings; it can trigger tension, distress, and anger within a learning community. Therefore, conflictual presence, as a carrier of negative valence within presence, is also a critical element when it becomes inimical to online discussions. Drawing upon the socially situated identity theory and using discourse analysis, this study presents an authentic case where conflictual presence, social presence, and identity negotiation were intertwined throughout the entire life of an online learning community. Findings reveal that students craft their discourses to fashion themselves as a certain kind of facilitator and participant. Implicit and explicit identity negotiation is ubiquitous in discursive interactions and can lead to tension and conflictual socio-relations at times.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A