Self-representation in online learning environments

Abstract

Learning scientists Online learning literature has documented how students self-represent their identities as they interact with each other and studied the relationship of identities to learning. However, our understanding may be incomplete since the online learning literature tends to oversimplify the dynamic relationship between identity and learning. Employing simplified cultural markers to explain humans, much online education research disregards how different identity traits come into play and affect learning practices. To more comprehensively address the relationship between identity and learning, we explore how individuals self-represent their identities and how they make sense of the subject-matter. The results show that identities do manifest themselves and play an important role in individuals’ online learning practices.