Identity and Belonging in Social Learning Groups: The Importance of Distinguishing Social, Operational and Knowledge-Related Identity Congruence

Autor/in	Hughes, Gwyneth
Titel	Identity and Belonging in Social Learning Groups: The Importance of Distinguishing Social, Operational and Knowledge-Related Identity Congruence
Quelle	In: British Educational Research Journal, 36 (2010) 1, S.47-63 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Socialization; Teaching Methods; Cooperative Learning; Gender Differences; Age Differences; Ethnicity; Socioeconomic Status; Self Concept; Blended Learning; Peer Groups; Undergraduate Students; Foreign Countries; Learner Engagement; Administrator Role; Computer Mediated Communication; United Kingdom + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Selbstkonzept; Gleichaltrigengruppe; Peer Group; Ausland; Computerkonferenz; Großbritannien
Abstract	Collaborative learning has much to offer but not all learners participate fully and peer groups can be exclusive. The article examines how belonging or "congruence" in learning groups is related to identities of gender, age, ethnicity and socio-economic status. A study of student experiences of collaborative learning on three different blended learning courses illustrated how learners negotiate identity congruence with peer groups to belong and engage. An analytical framework that distinguishes social, operational and knowledge-related identity congruence has emerged. Contrary to received wisdom, the social aspect appears least important for learner engagement while knowledge-related identity congruence is fundamental. Some of the consequences of identity incongruence, particularly concerning gender and maturity, are discussed and the article points towards the pedagogies which might enable identities of group members to shift so that collaborative learning can flourish. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10