Shifts in trajectories in thought communities and “wobbly” identities enacted in computer-mediated classroom discussions

Diane L. Schallert, Kwangok Song, Michelle Jordan, Soon Ah Lee, Yangjoo Park, Taehee Kim, An Chih Janne Cheng, Hsiang Ning Rebecca Chu, Jane S. Vogler, Ji Eun Lee

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

What it means for a diverse group of students to be taking a course together is explored with data from a graduate seminar that included oral and online written discussion at every class meeting. Analysis of written discussions, surveys, and reflection papers suggested that the students enacted different positional identities and engaged to different degrees with the course as discussion topics changed. Findings highlighted how students with different sociocultural pasts and projected futures can come together for a semester to construct knowledge and identities as reflected in and mediated by their positionings in discussion and by the different thought communities that each student aspires to join in the future, here termed their imagined future thought communities.

Original languageEnglish (US)
Pages (from-to)49-59
Number of pages11
JournalInternational Journal of Educational Research
Volume80
DOIs
StatePublished - Jan 1 2016

Keywords

  • Computer-mediated discussion
  • Graduate students
  • Identity
  • Imagined thought communities
  • Positioning

ASJC Scopus subject areas

  • Education

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