From We to Me: Moving Towards an Examination of Self Identity in an Online, Global, Collaborative, Learning Environment

Authors

Danielle P. EspinoFollow
Eric HamiltonFollow
Kristina LuxFollow
Seung B. LeeFollow

Document Type

Conference Proceeding

Publication Date

10-22-2023

Keywords

Community, Collaboration, Learning, Global, Virtual, Online, STEM, Makerspace, Discourse

Abstract

This paper reflects on previous work using QE to examine patterns of discourse of adolescent learners in a virtual, global, collaborative informal learning setting. The collective impact of involvement in the project on participants’ experiences was observed in various reflective interviews over the last five years. The deep reflection of this work resulted in a research shift from the general impact on the participants to a shift towards examining how such experiences shape self-identity, such as recognizing identity congruence, relational self, and overcoming negative identity fostered by master narrative frameworks. An initial examination of pre-assessment interviews indicates that younger students are still negotiating their self-understanding, leaving the potential for involvement in the project environment to develop a more thorough understanding of self.

Publication Title

Springer, Cham

ISBN

978-3-031-47014-1

Volume

vol 1895

First Page

112

Last Page

124

DOI

https://doi.org/10.1007/978-3-031-47014-1_8

Recommended Citation

Espino, D.P., Hamilton, E., Lux, K., Lee, S.B. (2023). From We to Me: Moving Towards an Examination of Self Identity in an Online, Global, Collaborative, Learning Environment. In: Arastoopour Irgens, G., Knight, S. (eds) Advances in Quantitative Ethnography. ICQE 2023. Communications in Computer and Information Science, vol 1895. Springer, Cham. https://doi.org/10.1007/978-3-031-47014-1_8