Fostering online socio-cognitive identity

Vincenza Benigno, Antonella Chifari


In order to enrich the research regarding the dynamics related to the construction of online participant’s identity in web learning contexts, this contribution begins with a theoretical overview on the importance of social relations for learning, and then discusses the possibility of planning and implementing specific strategies to foster online socio-cognitive identity. An examination of some messages posted by participants involved in an online learning process follows. Participants were invited to reflect on their own way of communicating, the emotions felt, the strategies used to complete the requested tasks and to become aware of difficulties met during the interaction process. At the end some brief final reflections where the importance of using meta-reflection strategies to foster online socio-cognitive identity are provided.

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