Othering in online learning: an examination of social presence, identity, and sense of community
By Krystle Phirangee, Alesia Malec. Social Presence and Identity in Online Learning, 2017
133 citations recorded by the source corpus.
Abstract Fostering a strong sense of community among students in online courses is the goal of many instructors because it is seen as being essential in supporting students’ learning experiences. However, high dropout rates in online learning suggest that students feel disconnected and isolated from their course, feelings which have been attributed to the physical separation of students from each other and the instructor. Through in-depth semi-structured interviews, we explored how six graduate students from different institutions enrolled in varying online courses were othered in online learning. Open and focused coding of the interviews identified three categories of other status for our participants – professional, academic, and ethnic – each of which contributed to feelings of disconnection and isolation when learning online.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/4bd1c761d7dec9de479c726f58f8b5372f9e8c03
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Education
In Social Psychology
Citations in the corpus
- A balancing act: a window into online student engagement experiences (2020, background): “This is in line with previous research which evidenced that feelings of isolation were often experienced by online distance students (Bolliger & Shepherd, 2010; Phirangee & Malec, 2017).”