Abstract
The concept of identification is a relational construct; that is, identities are not static but rather negotiated based on available material and symbolic resources. However, we know relatively little about how identities play a dual role when students collaborate. The aim of this paper is to explore this process through multiple case studies: we aim to explore how identities are enacted and used in making personal sense and understand the content knowledge, while at the same time we are interested in how this process can take a form of renewing process in the sense that the identities enacted are themselves changed, transformed or re-negotiated. Our results show that due to its dual role, identities mediate collaborative learning not only because knowledge is constructed in relation to identities but because online selves are articulated and constructed in relation to knowledge construction.
| Original language | English |
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| Title of host publication | 12th International Conference of the Learning Sciences, ICLS 2016 |
| Subtitle of host publication | Transforming Learning, Empowering Learners, Proceedings |
| Editors | Chee-Kit Looi, Joseph L. Polman, Ulrike Cress, Peter Reimann |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 234-241 |
| Number of pages | 8 |
| Volume | 1 |
| ISBN (Electronic) | 9780990355090 |
| Publication status | Published - 20 Jun 2016 |
| Externally published | Yes |
| Event | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: 20 Jun 2016 → 24 Jun 2016 |
Conference
| Conference | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 |
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| Country/Territory | Singapore |
| City | Singapore |
| Period | 20/06/16 → 24/06/16 |
Bibliographical note
Publisher Copyright:© 2016 ISLS.
Keywords
- I-position
- Identification
- Identity
- Online learning