Consider Four Types of Online Identities for Teaching and Modeling Online Behavior

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Author(s): L. Koh-Herlong (Walden University, USA)and Abbie Brown (East Carolina University, USA)
Copyright: 2017
Pages: 24
Source title: Teacher Education for Ethical Professional Practice in the 21st Century
Source Author(s)/Editor(s): Oliver Dreon (Millersville University, USA)and Drew Polly (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-5225-1668-2.ch003

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

The purpose of this chapter is to provide data and suggestions to educators for teaching and modeling concepts and practices related to online identity. The capabilities introduced by Web 2.0 have changed the potential benefits and liabilities of using online identities. Because online identities can be different from a person's real, offline self, approaches for teaching online self-presentation will differ from the traditional methods of teaching about social interaction. The authors present two theoretical foundations to frame the concept of online self. After a discussion of issues and problems associated with online identities, the authors apply the findings from a recent study to help educators model and teach about online identities. The primary findings are the identification of four types of online identities that include real, desired, enhanced, and deceptive. The chapter concludes with recommendations for future studies to further this topic and extend the current research.

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Consider Four Types of Online Identities for Teaching and Modeling Online Behavior

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