Hear Me out! the Use of Identity, Space, and Voice in an Online Classroom

INTRODUCTION AND RATIONALE The online learning classroom has gained popularity over the past several years. As of 2009, there were 5.6 million college students enrolled in online classrooms (Allen & Seaman, 2010). These numbers have continued to increase with advances in technology that have enriched learning experiences in virtual and asynchronous online classrooms. The purpose of this paper is to explore the effects of online learning in the era of increased diversity. The paper argues that, by breaking down the barriers influenced by social and cultural backgrounds of graduate students, online classrooms create space in which students from diverse cultures and orientations participate in the coconstruction of knowledge and learning. In addition, online classrooms offer chances for authentic identities and student voices to emerge uninhibited. Cultural Differences Various studies have indicated that cultural differences can be a barrier to learning (Alder, 2002; Jackson, 2002; Zhou, Knoke, & Sakamoto, 2005). When the first language of a student is different from the language of instruction and classroom discourse, there is a danger of lost meanings and misinterpretation due to switching between dual languages, speech acts, and uncertainty about what is being addressed or lexical inferences (Orasanu, Fischer, & Davidson, 1997). Further, Jackson (2002) found that accent is a barrier to communication in face-to-face classrooms because it may create an atmosphere of discomfort amongst participants in a class discussion. In addition to the communication difficulties resulting from language and accent, the struggle for minority students to blend or assimilate into the dominant culture within the face-to-face classrooms can result in lost identities. In order to survive in the new educational environment, minority students may adopt the dominant culture in the class and compromise their own academic capabilities to fulfill academic requirements (Zhou et al., 2005). Consequently, knowledge exchange that permeates discussions in diverse classrooms is eroded as perspectives from the dominant culture overshadow those from minority cultures. Inbuilt filters present in various cultures further prevent effective communication in diverse classrooms. Lim (2003) found that students from the Far East tend to avoid confrontational debates and choose to be agreeable. A study by Taras and Rowney (2007) shows that students from the Middle East tend to be assertive in speech, which may sound rude and/or phony to other people. Further, when students do not feel a part of the learning community, they lose themselves within the classroom environment (Taras & Rowney, 2007). For the minority population, being in a physical classroom dominated by mainstream culture can be detrimental to their learning. These minority students may feel pressured to adapt to unfamiliar ways of thinking or may refrain from speaking because of cultural barriers. Inclusion of Voice Noninclusive classrooms that are characterized by a single dominant culture carry an inherent risk of constricting space as well as losing student identity and voice. Critical pedagogies are one approach to infuse student voice into the structure of classrooms, especially for groups that are often excluded in the classroom environment (Delpit, 1995, 2002; Johnson, 2004). When students hear and feel that their voice (or a voice they can relate to) is present, they are able to better grasp the material and learn within the classroom. According to Johnson (2004) "the movement for inclusion is a movement for student voice and empowerment" (p. 147). Thus, to promote inclusive education, the voices of students who are often disempowered or silenced in schools need to be expressed (Thousand et al., 1999). Once students establish a voice in the classroom, they can more openly express their ideas within the classroom, which in turn supports the learning process. …