Abstract
This paper reflects on previous work using QE to examine patterns of discourse of adolescent learners in a virtual, global, collaborative informal learning setting. The collective impact of involvement in the project on participants’ experiences was observed in various reflective interviews over the last five years. The deep reflection of this work resulted in a research shift from the general impact on the participants to a shift towards examining how such experiences shape self-identity, such as recognizing identity congruence, relational self, and overcoming negative identity fostered by master narrative frameworks. An initial examination of pre-assessment interviews indicates that younger students are still negotiating their self-understanding, leaving the potential for involvement in the project environment to develop a more thorough understanding of self.
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Acknowledgements
The authors want to recognize the efforts of their research team in coding the data included in the analysis, including Myron Fletcher, Julia Savoca Gibson, Samuel Green, Dante Schulz, and Haille Trimboli. The authors also gratefully acknowledge funding support from the National Science Foundation (#2215613) for the work this paper reports. Views appearing in this paper do not reflect those of the funding agency.
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Espino, D.P., Hamilton, E., Lux, K., Lee, S.B. (2023). From We to Me: Moving Towards an Examination of Self Identity in an Online, Global, Collaborative, Learning Environment. In: Arastoopour Irgens, G., Knight, S. (eds) Advances in Quantitative Ethnography. ICQE 2023. Communications in Computer and Information Science, vol 1895. Springer, Cham. https://doi.org/10.1007/978-3-031-47014-1_8
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