Socio-Emotional Connections: Identity, Belonging and Learning in Online Interactions--A Literature Review

Autor/inn/en	Delahunty, Janine; Verenikina, Irina; Jones, Pauline
Titel	Socio-Emotional Connections: Identity, Belonging and Learning in Online Interactions--A Literature Review
Quelle	In: Technology, Pedagogy and Education, 23 (2014) 2, S.243-265 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2013.813405
Schlagwörter	Literature Reviews; Electronic Learning; Student Participation; Interaction; Interaction Process Analysis; Interpersonal Competence; Community; Identification (Psychology); Communities of Practice; Teacher Role; Search Strategies; Asynchronous Communication + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; Prozessanalyse; Interpersonale Kompetenz; Community; Lehrerrolle; Suchstrategie
Abstract	This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their "virtualness", and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely acknowledged that interaction increases the potential for knowledge-building, the literature indicates that this will be enhanced when opportunities encouraging students' emergent identities are embedded into the curriculum. To encourage informed teaching strategies this review seeks to raise awareness and stimulate further exploration into a currently under-researched facet of online learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10