Identity and the Itinerant Online Learner.
Identity and the Itinerant Online Learner.
复制标题
身份和流动在线学习者。
DOI：
--
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Marguerite Koole
中科院分区：
文献类型：
--
作者：
Marguerite Koole
本文初步研究了在线学习环境中，硕士学生在理解和演绎自己的身份时所使用的策略。本研究主要基于高夫曼(1959)和福柯(1988)的开创性研究成果，将身份网络模型(Koole，2009；Koole and Parchoma，2012)作为本研究的基本理论框架。沃伊模型认为有五大类“戏剧性”策略：技术策略、政治策略、结构策略、文化策略和个人代理策略。在数据收集过程中，五名教育硕士在线学员参加了半结构化的在线访谈。现象学指导了数据收集和分析，从而为WoI模型的每种策略提供了一个结果空间。研究结果表明，在线学习者积极使用各种策略来解释和演绎他们的身份。结果空间提供了对在线学习者如何管理他们的身份表现和本体论重新调整(自我重新概念化)的策略的见解。进一步的研究有可能阐明学习设计师和在线教师如何促进这种认同感工作，以塑造富有成效的在线环境。
This paper outlines a preliminary study of the kinds of strategies that master students draw upon for interpreting and enacting their identities in online learning environments. Based primarily on the seminal works of Goffman (1959) and Foucault (1988), the Web of Identity Model (Koole, 2009; Koole and Parchoma, 2012) is used as an underlying theoretical framework for this research study. The WoI model suggests that there are five major categories of “dramaturgical” strategies: technical, political, structural, cultural, and personal-agential. In the data collection, five online master of education students participated in semi-structured, online interviews. Phenomenography guided the data collection and analysis resulting in an outcome space for each strategy of the WoI model. The study results indicate that online learners actively employ a variety of strategies in interpreting and enacting their identities. The outcome spaces provide insights into ways in which online learners can manage their identity performances and strategies for ontological re-alignment (reconceptualization of oneself). Further study has the potential to elucidate how learning designers and online instructors might facilitate such identity-work in order to shape productive online environments.