What are some examples of how diverse learners construct identities in online learning?
How might online learning enable diverse learners to create identities that would not be possible in real-world scenarios?
From an instructional perspective, are there benefits/drawbacks to these separate identities?
When it comes to learning and establishing identities, one tends to think back to the times before the internet and online learning became an instructional staple. Think back to your experiences on the playground. You knew who to identify as the tattle-tales, athletic kids, club-creators, cheerleaders, troublemakers (pranksters), etc. These classmates created their identities based on the things that they like and/or how they chose to spend their time. Why would online identities be any different? Instead of chasing others, students now communicate and play online. There are many different ways that students can create their online identities. One way could be through the type of gaming system they choose to use, devices they prefer, or programs and games they prefer to use. App usage can also create an identity of a student. If a student loves social media, students can be identified as a person who loves gossip. If a student loves pictures and videos, they can be identified as a person who loves the arts and graphic design. The more that the virtual environment unfolds, the more options for identities and associations will be created by all who use the online world.
For some students, the online environment allows students to learn different types of communication with others. For students who may struggle with social situations, the online approach may help students learn how to act in certain situations and communicate with others through the virtual environment. This allows the students to develop confidence without having to worry about being judged by the other person at the other end of the message, Avatars are allowing students to create their own identities for gaming and social media that allows others to view them as similar to what their avatar portrays. One area of concern in the online world and identities are the threats of online safety. Children need to be taught the warning signs of a predator or bully online. Students need to learn that not everyone is who they seem to be online and parents (and teachers) need to stress the importance of telling an adult if there are situations online that they do not know how to handle. With the major shift to online learning and virtual environments, students need to know the dangers that lurk in the online environment but also need to know the benefits to the online world. When students know the dangers and are exposed to a positive learning environment, students are more likely to experience more motivation and success in their courses (Mahle, 2007).
A revolution is occurring when it comes to the online learning environment (Al-Bataineh, 2005) and allowing students to have more freedom when it comes to technological learning. Fully preparing students for online learning allows students to thrive in the online environment without risk of failing and leaving the course (Taormino, 2010). When it comes to education and the online learning environment, it is great to see how the children take responsibility for their learning. Allowing students to learn through this method allows for differentiation of lessons and topics discussed creating a sense of freedom in learning. For blended learning classrooms, this allows teachers to look at the students who do well with the paper/pencil approach versus those students who prefer the online learning environment. Allowing more virtual lessons to occur in the traditional classroom allows for teachers to see what students can do when they are asked to complete a task and allows for students to learn how to be responsible and accountable for what they learn and report back to their classmates through the online learning classroom.
Citations: Al-Bataineh, A. B.-M. (2005). Implications of Online Teaching and Learning. International Journal of Instructional Media, pp. 285-293.Retrieved from http://search.proquest.com/docview/204271097?accountid=12085 Mahle, M. (2007). Interactivity in Distance Education. Distance Learning, pp. 47-51.Retrieved from http://search.proquest.com/docview/230727537?accountid=12085
Taormino, M. (2010).Student preparation for distance education.Distance Learning, 7(3), 55-60. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA283946699&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=f996749d30133e4c4f48b21b60ce9aff
What a pleasant surprise to stumble onto your post after "googling" Online Learning and Identity for my Discussion Board for EDUC 629 at Liberty! :) I especially appreciated your thoughts regarding examples of how diverse learners construct identities in online learning :) I am a "dinosaur", so sometimes my brain doesn't move in the direction of gaming and social media, but they are both excellent examples. Thanks for sharing your thoughts! :)