Doctoral Students' Identity Positioning in Networked Learning Environments

Autor/inn/en	Koole, Marguerite; Stack, Sara
Titel	Doctoral Students' Identity Positioning in Networked Learning Environments
Quelle	In: Distance Education, 37 (2016) 1, S.41-59 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2016.1153961
Schlagwörter	Educational Environment; Doctoral Programs; Graduate Students; Foreign Countries; Semi Structured Interviews; Discourse Analysis; Questionnaires; Distance Education; Electronic Learning; Online Courses; Higher Education; Doctoral Degrees; Network Analysis; Computer Mediated Communication; Social Networks; Comparative Analysis; Surveys; Educational Technology; Technology Uses in Education; Canada + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Diskursanalyse; Fragebogen; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Doctoral degree; Doktorgrad; Netzplantechnik; Computerkonferenz; Social network; Soziales Netzwerk; Survey; Umfrage; Befragung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kanada
Abstract	In this study, the authors explored identity positioning as perceived by doctoral learners in online, networked-learning environments. The study examined two distance doctoral programs at a Canadian university. It was a qualitative study based on methodologies involving open coding and discourse analysis. The social positioning cycle, based on social positioning theory, was used as a theoretical lens guiding the analysis and organization of the data. The results indicate that distance doctoral students experience identity positioning across multiple aspects of their lives including, but not limited to, their social, intimate, professional, and academic contexts. The participants' descriptions of their experiences highlight their ways of managing their relationships--through degrees of sharing, withdrawing, prioritizing, rationalizing, and changing practices. The results of this research suggest a need for additional studies of the distance doctoral experience and how institutions can better support learners and increase completion rates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01