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What’s in a name? The experience of the other in online classrooms

  • Author(s) / Creator(s)
  • Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online.

  • Date created
    2014-01-01
  • Subjects / Keywords
  • Type of Item
    Article (Published)
  • DOI
    https://doi.org/10.7939/R3H98ZS6F
  • License
    © 2014 Catherine A. Adams. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
  • Language
  • Citation for previous publication
    • Adams, C., (2014). What’s in a name? The experience of the other in online classrooms. Phenomenology & Practice, 7(2), 51-67.
  • Link to related item
    https://ejournals.library.ualberta.ca/index.php/pandpr/article/view/22144/16463