The Real Me: Shared Technology's Impact on Status from the Lens of Positioning Theory

Autor/inn/en	Nishiyama, Christina; Nussbaum, E. Michael; Van Winkle, Michael S.
Titel	The Real Me: Shared Technology's Impact on Status from the Lens of Positioning Theory
Quelle	In: Innovations in Education and Teaching International, 58 (2021) 5, S.522-532 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nishiyama, Christina) ORCID (Nussbaum, E. Michael) ORCID (Van Winkle, Michael S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2021.1961096
Schlagwörter	Computer Assisted Instruction; Cooperative Learning; Technology Uses in Education; Social Theories; College Students; Group Dynamics; Power Structure; Minority Group Students; Student Participation; Equal Education; Females; Interaction + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gesellschaftstheorie; Collegestudent; Gruppendynamik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Weibliches Geschlecht; Interaktion
Abstract	Participation in collaborative learning environments has demonstrated significant learning advantages due to opportunities for group members to contribute to shared problem-solving processes, shared goals, and co-elaboration of knowledge. Furthermore, research has shown that higher levels of social perceptiveness are positively correlated with higher levels of group performance. However, collaboration is not always successful, sometimes exhibiting imbalances of power and status. In this study, positioning theory and interaction analysis were used to investigate (a) interactions in four racially and gender-mixed groups (of three university students each) working with technology and (b) their negotiated positions of power and status. Results showed that racial minority group members experienced a lower status as measured by behavioural indicators and rated participation as more inequitable. Results were exacerbated when minorities were also females Findings demonstrate the usefulness of positioning theory for examining collaborative interactions and have important implications for future CSCL research in both organisational and classroom settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01