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  • Sime & Themelis 2020 Distance Education 41-1 (post print version)

    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

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Educators' perspectives on transmedia identity management: Redefining tele-teacher presence

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Educators' perspectives on transmedia identity management : Redefining tele-teacher presence. / Sime, Julie-Ann; Themelis, Chryssa.

In: Distance Education, Vol. 41, No. 1, 27.02.2020, p. 70-85.

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@article{547783caeccc450a8f5ed0e4be035585,
title = "Educators' perspectives on transmedia identity management: Redefining tele-teacher presence",
abstract = "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.",
keywords = "distance education, Community of Inquiry, teaching presence, teacher competence, visual literacy, identity, tele-proximity theory",
author = "Julie-Ann Sime and Chryssa Themelis",
note = "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",
year = "2020",
month = feb,
day = "27",
doi = "10.1080/01587919.2020.1727292",
language = "English",
volume = "41",
pages = "70--85",
journal = "Distance Education",
issn = "0158-7919",
publisher = "Routledge",
number = "1",

}

RIS

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 -