Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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29 Identity in Online Education Joseph Tomei, Paul A. Beaufait, and Richard S. Lavin 70 70 With contributions from Tod Anderson, Lynn Kirkland Harvey, Karen Barnstable, Kathryn Chang Barker Education for a Digital World 461
29 – Identity in Online Education Learning outcomes After completing this chapter, you should be able to: • Understand the notion of learners’ identities and how it underpins all online communication. • Be aware of the issues related to online identities. • Know how educators can support learners as they establish their identities in the context of online education. Introduction “If I could wake up in a different place, at a different time, could I wake up as a different person?” – Chuck Palahniuk (1999, p. 33) The notion that we are who we are is not necessarily true as we move into the online world. Given that educators have a measure of control over, and vested interests in, how they represent themselves online, Lynn Kirkland Harvey’s wide-ranging discussion underlines the fact that learners’ online identities, over which educators exert quite limited control, deserve special consideration. The importance of identity-related issues looms even larger when we embrace the notion that identity is the base from which learners’ engagement with content, as well as communication with others, begins. In the traditional classroom, a student’s identity is almost completely bound up—physically, kinesthetically, and linguistically—with the individual as he or she enters the classroom. In the online classroom, learners enter with only their words and perhaps selected images and create identities from those. Students may not be conscious of the myriad choices available to them, so it is up to teachers to help learners establish their identities. This is true of adult and higher education students, and even more so of younger students, whose identities are much more fluid. As a window into what parameters identity may take, we turn to Tod Anderson’s summary of secondary student participation in online learning across British Columbia. Anderson provides a snapshot for technological understanding from a locale that might represent a best case scenario—or at least a fairly advanced one—in which he notes that the technologies in use have, to a large extent, been adopted from higher education, and that secondary schools face many of the same issues that tertiary and adult educators have been facing for several years. It is worth bearing in mind that as the technologies that Anderson discusses trickle down through the educational system into younger people’s hands, his snapshot is potentially a portrait of the future for elementary educators. This underscores the necessity for considering learners’ identities from the very beginning of online work, rather than just as a concern of secondary and tertiary students. As students establish their identities, they have to negotiate and engage with other students, and in online courses channels for negotiation and engagement are necessarily different from traditional classrooms. The power of online classrooms does not simply arise out of their time- and space-shifting potentials, but also from the potential of diverse sets of many-to-many relationships as students engage with each other. Many of the lessons we aim to teach students are not simply to do with mastering course content, but also involve understandings of issues involved in working with others and collaborating towards shared goals; online environments can help us realize these aims. Finally, we examine identities through the lens of e- portfolios, which can be viewed as snapshots of learner identity at particular moments in time, created either to facilitate reflection or to allow evaluation by a teacher or consideration by an employer. Online learners’ identities by Lynn Kirkland Harvey “If you establish an identity, you build a monster— and that’s right, you’ve got to live with it. Of course, you can enjoy it too”. – George Shearing (Tomkins, 1976) Current discussions about online learning reveal that learners may have a sense of disorientation, isolation, and disembodiment when they first begin an online course. Research also indicates that a sense of anonymity can create a safe place for learner discourse (Blake, 2000; Burbules, 2002; Smith, Ferguson & Caris, 2002). Issues of age, gender, race, socio-economic background, and culture no longer determine how one’s comments will be received. Shy learners find their voices and experience the thrill of being validated by their classmates in public forums. Learners feel more inclined to challenge instructors and, as a result, become more empowered in their learning. The role of a teacher shifts from lecturer to motivator (Easton, 2003; Shale, 2003; Thorpe, 2001; Walker, 2003). Nevertheless, attrition rates in online courses are significantly high, and studies suggest it is because students are not motivated (Easton, 2003; Hodges, 2004). It 462 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts on a revised Bloo
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Chapter Abstracts BUILDING COMMUNIT
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Introduction phasizes the building
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1 Emerging Technologies in E-learni
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2 Virtual Design Studios: Solving L
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3 Challenges Confronted and Lessons
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7 Learning Management Systems Don M
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9 Quality Assurance by Design Niki
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12 Articulation and Transfer of Onl
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Part 3: Implementing Technology Edu
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17 E-learning Standards Randy LaBon
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20 Instructional Strategies Peter F
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21 Media Selection Peter Fenrich If
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Page 516 and 517: Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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