The real me: Shared technology’s impact on status from the lens of positioning theory

ABSTRACT

Participation in collaborative learning environments has demonstrated significant learning advantages due to opportunities for group members to contribute to shared problem-solving processes, shared goals, and co-elaboration of knowledge. Furthermore, research has shown that higher levels of social perceptiveness are positively correlated with higher levels of group performance. However, collaboration is not always successful, sometimes exhibiting imbalances of power and status. In this study, positioning theory and interaction analysis were used to investigate (a) interactions in four racially and gender-mixed groups (of three university students each) working with technology and (b) their negotiated positions of power and status. Results showed that racial minority group members experienced a lower status as measured by behavioural indicators and rated participation as more inequitable. Results were exacerbated when minorities were also females Findings demonstrate the usefulness of positioning theory for examining collaborative interactions and have important implications for future CSCL research in both organisational and classroom settings.

KEYWORDS:

• Computer supported collaborative learning
• technology artefact
• positioning theory
• interaction analysis
• status
• race
• gender

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Christina Nishiyama

Christina Nishiyama is a Ph.D. student in the Learning Sciences program at the University of Nevada, Las Vegas. She received her master’s degree from San Diego State University and her bachelor’s degree from UC San Diego. Her research interests include social dynamics in computer supported collaborative learning environments.

E. Michael Nussbaum

E. Michael Nussbaum is a professor of educational psychology at the University of Nevada, Las Vegas, and director of the UNLV Learning Sciences program. He received his doctoral degree from Stanford University and his master’s degree from the University of California, Berkeley. He researches collaborative argumentation in on-line and face-to-face environments.

Michael S. Van Winkle

Michael S. Van Winkle is a Ph.D. student in the Learning Sciences program at the University of Nevada, Las Vegas. He received his master’s degree from UNLV and his bachelor’s degree from Stanford University. His research interests include argumentative writing and online collaboration.