Publication Date:
2015
abstract:
In order to enrich the research regarding the dynamics related to the
construction of online participant's identity in web learning contexts,
this contribution begins with a theoretical overview on the importance
of social relations for learning, and then discusses the possibility
of planning and implementing specifi c strategies to foster online
socio-cognitive identity. An examination of some messages posted by
participants involved in an online learning process follows. Participants
were invited to refl ect on their own way of communicating, the
emotions felt, the strategies used to complete the requested tasks and
to become aware of diffi culties met during the interaction process.
At the end some brief fi nal refl ections where the importance of using
meta-refl ection strategies to foster online socio-cognitive identity are
provided.
construction of online participant's identity in web learning contexts,
this contribution begins with a theoretical overview on the importance
of social relations for learning, and then discusses the possibility
of planning and implementing specifi c strategies to foster online
socio-cognitive identity. An examination of some messages posted by
participants involved in an online learning process follows. Participants
were invited to refl ect on their own way of communicating, the
emotions felt, the strategies used to complete the requested tasks and
to become aware of diffi culties met during the interaction process.
At the end some brief fi nal refl ections where the importance of using
meta-refl ection strategies to foster online socio-cognitive identity are
provided.
Iris type:
01.01 Articolo in rivista
Keywords:
group dynamics; social learning; socio-cognitive identity; social presence; meta-refl ection
List of contributors:
Benigno, Vincenza; Chifari, Antonella
Published in: