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Virtual communities in education: Culture or cultural artifact?

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Published

Standard

Virtual communities in education: Culture or cultural artifact? / Asensio, Mireia; Hodgson, Vivien.
Communities of Practice: A Special Issue of trends in Communication. Taylor and Francis, 2014. p. 65-76.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Harvard

Asensio, M & Hodgson, V 2014, Virtual communities in education: Culture or cultural artifact? in Communities of Practice: A Special Issue of trends in Communication. Taylor and Francis, pp. 65-76.

APA

Asensio, M., & Hodgson, V. (2014). Virtual communities in education: Culture or cultural artifact? In Communities of Practice: A Special Issue of trends in Communication (pp. 65-76). Taylor and Francis.

Vancouver

Asensio M, Hodgson V. Virtual communities in education: Culture or cultural artifact? In Communities of Practice: A Special Issue of trends in Communication. Taylor and Francis. 2014. p. 65-76

Author

Asensio, Mireia ; Hodgson, Vivien. / Virtual communities in education : Culture or cultural artifact?. Communities of Practice: A Special Issue of trends in Communication. Taylor and Francis, 2014. pp. 65-76

Bibtex

@inbook{28f4a5afc0eb4e918974fcedcbf948b3,
title = "Virtual communities in education: Culture or cultural artifact?",
abstract = "This paper examines critically two contrasting ways of viewing, understanding and studying virtual communities; the notions of the 'Internet as culture' and 'Internet as cultural artifact'. These debates emerge from social phenomena studies into recreational text-based 'virtual communities'. The issues raised in these debates are helpful and equally applicable to the understanding and conceptualization of virtual education. Both notions provide different accounts of people's experiences of the Internet, that explicitly or implicitly, impact on our understanding and implementation ofvirtual education. This paper argues that both perspectives, though apparently opposed, in fact when combined provide us with a much wider picture to appreciate the socially constructed nature of phenomenain virtual communities. It is proposed that a social constructionist perspective provides a theoretical basis for understanding the nature ofvirtual social phenomena in the context of education that is both culture and cultural artifact.",
author = "Mireia Asensio and Vivien Hodgson",
year = "2014",
month = jun,
day = "17",
language = "English",
isbn = "9780805896381",
pages = "65--76",
booktitle = "Communities of Practice",
publisher = "Taylor and Francis",

}

RIS

TY - CHAP

T1 - Virtual communities in education

T2 - Culture or cultural artifact?

AU - Asensio, Mireia

AU - Hodgson, Vivien

PY - 2014/6/17

Y1 - 2014/6/17

N2 - This paper examines critically two contrasting ways of viewing, understanding and studying virtual communities; the notions of the 'Internet as culture' and 'Internet as cultural artifact'. These debates emerge from social phenomena studies into recreational text-based 'virtual communities'. The issues raised in these debates are helpful and equally applicable to the understanding and conceptualization of virtual education. Both notions provide different accounts of people's experiences of the Internet, that explicitly or implicitly, impact on our understanding and implementation ofvirtual education. This paper argues that both perspectives, though apparently opposed, in fact when combined provide us with a much wider picture to appreciate the socially constructed nature of phenomenain virtual communities. It is proposed that a social constructionist perspective provides a theoretical basis for understanding the nature ofvirtual social phenomena in the context of education that is both culture and cultural artifact.

AB - This paper examines critically two contrasting ways of viewing, understanding and studying virtual communities; the notions of the 'Internet as culture' and 'Internet as cultural artifact'. These debates emerge from social phenomena studies into recreational text-based 'virtual communities'. The issues raised in these debates are helpful and equally applicable to the understanding and conceptualization of virtual education. Both notions provide different accounts of people's experiences of the Internet, that explicitly or implicitly, impact on our understanding and implementation ofvirtual education. This paper argues that both perspectives, though apparently opposed, in fact when combined provide us with a much wider picture to appreciate the socially constructed nature of phenomenain virtual communities. It is proposed that a social constructionist perspective provides a theoretical basis for understanding the nature ofvirtual social phenomena in the context of education that is both culture and cultural artifact.

M3 - Chapter

AN - SCOPUS:85068744330

SN - 9780805896381

SP - 65

EP - 76

BT - Communities of Practice

PB - Taylor and Francis

ER -