Rights statement: This is an post-print version of an article published by Taylor & Francis in Distance Education on 25/02/2020, available online: https://www.tandfonline.com/doi/full/10.1080/01587919.2020.1727292
Accepted author manuscript, 257 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Educators' perspectives on transmedia identity management
T2 - Redefining tele-teacher presence
AU - Sime, Julie-Ann
AU - Themelis, Chryssa
N1 - This is an post-print of an article published by Taylor & Francis in Distance Education on 25/02/2020, available online: https://www.tandfonline.com/doi/full/10.1080/01587919.2020.1727292
PY - 2020/2/27
Y1 - 2020/2/27
N2 - Visual media and virtual reality are now a common features of distance education environments. This has boosted research into questions surrounding visual media and technologies for educators' professional development and teaching practice. This research explored educators' views on identity and teaching presence in visual media in distance education. We interviewed 18 experienced educators and categorized their views on identity and visual media. The findings suggest that digital identity can be seen through the lens of networks with others, and that transmedia identity management, which we define as the ability to create and manage multiple identities across different technology platforms, is a key competence for online educators as a means of building trust within online learning communities. As a result, we modified the theory of tele-proximity (Themelis, 2013, 2014; Themeli & Bougia, 2016) by refining its concept of tele-teacher presence to include transmedia identity management. The implications for practice are that the professional development of online educators should include knowledge and competence in tele-teacher presence and especially transmedia identity management.
AB - Visual media and virtual reality are now a common features of distance education environments. This has boosted research into questions surrounding visual media and technologies for educators' professional development and teaching practice. This research explored educators' views on identity and teaching presence in visual media in distance education. We interviewed 18 experienced educators and categorized their views on identity and visual media. The findings suggest that digital identity can be seen through the lens of networks with others, and that transmedia identity management, which we define as the ability to create and manage multiple identities across different technology platforms, is a key competence for online educators as a means of building trust within online learning communities. As a result, we modified the theory of tele-proximity (Themelis, 2013, 2014; Themeli & Bougia, 2016) by refining its concept of tele-teacher presence to include transmedia identity management. The implications for practice are that the professional development of online educators should include knowledge and competence in tele-teacher presence and especially transmedia identity management.
KW - distance education
KW - Community of Inquiry
KW - teaching presence
KW - teacher competence
KW - visual literacy
KW - identity
KW - tele-proximity theory
U2 - 10.1080/01587919.2020.1727292
DO - 10.1080/01587919.2020.1727292
M3 - Journal article
VL - 41
SP - 70
EP - 85
JO - Distance Education
JF - Distance Education
SN - 0158-7919
IS - 1
ER -