Online Affinity Networks as Contexts for Connected Learning

• In Event: Motivation and Learning: What Is Provocative and/or Novel?

Abstract

This presentation will describe the ways in which online affinity networks motivate learning and support interest development. It builds on the model of “connected learning” that posits that learning is most resilient and meaningful when it is tied to social relationships and cultural identities, and spans in school and out of school settings.

Our analysis draws on ethnographic case studies of youth-centered networks focused on fanfiction, knitting, professional wrestling, anime video remixers, Bollywood dance, YouTube vloggers, and communities surrounding two games, Little Big Planet 2 and StarCraft II.

We find that diverse factors draw young people to online spaces to pursue their interests. For some, it is to find a safe space for a stigmatized interest. For others, it is because of an attraction to a narrow niche, leveling up, or technical specialization that is only accessible online. In all cases, however, high functioning online affinity networks are characterized by a strong set of shared values and culture that are the magnet for affiliation. This research reveals two provocative insights about fostering motivation and learning:
1) The network of informal supports is critically important to consider, in addition to the formal pipeline.
2) Although online affinity networks exist for every imaginable interest area, they are particularly active and robust for groups which are specialized, lack a critical mass in local communities, and hold to high standards of knowledge and expertise.

Although our research indicates how online affinity networks can fuel the development of interest and expertise, few educational institutions are tapping into these networks. Our research highlights the positive learning potential of online affinity networks; we also recognize that most young people are not reaping the learning benefits of these forms of engagement.

Author

• Crystle Martin, University of California - Irvine