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Towards better understanding of self-representation in online learning

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Abstract

This paper is concerned about how individuals’ different identities affect their online learning practices. We argue that online learning literature needs more nuanced and contextualized understanding of identity if it is to better address the relationship between the concept of identity and learning. While the study is grounded in socio-cultural learning theories, we employ Critical Discourse Analysis to deconstruct and analyze the effects of social and cultural practices on self-representations and thus on learning. Our results show that identities manifest themselves and play an important role in individuals’ online learning practices.