1. Otherness in Online learning

SHORT REVIEW ON

Phirangee, K., & Malec, A. (2017). Othering in online learning: an examination of social presence, identity, and sense of community. Distance Education, 1-13.

The result of this paper points out the reasons behind “otherness” in online courses- feelings of isolation and disconnection with their instructors, peers or course content within online learning communities. Employing the qualitative method, this papers analyzed in-depth semi-structured interviews of six “other” online learners and found out three main categories of otherness in online learning. The first type is professional others whose work obligations conflict with their academic obligations. Professional others feel they are othered by their instructors or peers, especially when instructors are unable to support their academic needs and help them balance or collaborate their studies with their works. Secondly, academic otherness occurs when students are othered by their peers because their approach to, expectations and engagement with the online course discussion differed from their peers. The last category is ethnic other learners whose ethnic origins and experiences do not meet with the majority of their peers or the dominant views/approaches in the class. This might lead to students’ loss of opportunities to “engage in such rich and diverse perspectives” (Phirangee & Malec, 2017, p. 169). As suggestions for solutions to different categories of otherness, the research paper highlights the significance of social presence in building a sense of community in online courses, in which the author lays the responsibility on instructors.

 

2. A post on "My lived experience with otherness that I shared with my class"

 

I found myself to be isolated and disconnected once when I was in my first class in the Netherlands 2 years ago. And until now, when I have just read and reflected on Phirangee & Malec (2017), I realize that I used to be an "Ethnic other" learner in that class. That class was about the comparison between English and each student's own language. Most of the students spoke Dutch and German so they enthusiastically discussed, showed examples in Dutch and German ( which both had something in common). I found myself isolated because I was the only one speaking Vietnamese and did not know anything in Dutch and German. My case can be explained by Phirangee & Malec (2017, p. 9) who argue that students may become "ethnic other" learners when their ethnic origins and experiences differ from what the majority of peers are sharing. Fortunately, it was my lecturer who helped me feel engaged and connected in the class discussion by asking me to share more about my country, Vietnam and Vietnamese language with the whole class. When I felt that my knowledge pools were valued, I gained more confidence and started to feel a sense of camaraderie in my class. According to Hew (2015 cited in Pirangee & Malec, 2017), instructors are of importance in encouraging students to engage in interaction and discussion so that students can have a greater sense of connection. Therefore, as a student and a future educator, I acknowledge the significance of improving and employing social presence in learning and teaching, especially in online courses. However, as Knowles (2005) highlights the fact that when teachers try to find the right way to engage students, they simultaneously practice othering, I started to ask myself " How can I engage "other learners" without making them feel it is just because they are "othered"?"

Can anyone share your ideas/ relevant experience so that I can learn from you guys?

 

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner (6th ed.). Elsevier

Phirangee, K., & Malec, A. (2017). Othering in online learning: an examination of social presence, identity, and sense of community. Distance Education, 1-13.

 

 

"...Throughout this discussion forum, many class members shared their own stories related to otherness. What I recognized is that now, people feel safe and belonging to this class enough to share their life stories and show empathy, mutual understanding for each other. We learn about "otherness" by showing how bad otherness is for each of us so that we do not treat people with that. And as future adult educators, we have greater motivation to find ways to eliminate otherness in our future classes.

Moreover, the sense of community in this discussion post made me feel really comfortable to engage in my friends' story. And I acknowledge that engaging in a friend's story is the practice of listening and sharing. "

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