Liminality and Disinhibition in Online Language Learning

• Published in: International review of research in open and distance learning 2011-01, Vol.12 (5), p.27-39
• Main Author: Cunningham, Una
• Format: Article
• Language: English
• Subjects: Aggression; Attitude Change; CMC; Computer Mediated Communication; disinhibition; Distance Education; Distance learning; Distance universities; e-learning; Education; Education in Languages and Language Development; Educational Environment; Educational Technology; Electronic Learning; English (Second Language); Higher Education; Hotels & motels; Human-machine interaction; HUMANIORA och RELIGIONSVETENSKAP; HUMANITIES and RELIGION; Information technology; Informationsteknik; International education; Internationell pedagogik; Internet; IT and learning; IT för lärande; language learning; Languages and linguistics; LC8-6691; Learning Theories; liminality; Meetings; Motor Vehicles; människa-datorinteraktion; Online Courses; online learning; Other information technology; Pedagogik; Physical Environment; SAMHÄLLSVETENSKAP; School environment; Second Language Learning; Seminars; SOCIAL SCIENCES; Socialvetenskap; Special aspects of education; Språkvetenskap; Synchronous Communication; TECHNOLOGY; TEKNIKVETENSKAP; utbildningsvetenskap med inriktning mot språk och språkutveckling; Web Based Instruction; Övrig informationsteknik
• ISSN: 1492-3831; 1492-3831
• DOI: 10.19173/irrodl.v12i5.950

The aim of this paper is to bring theoretical concepts from other areas of scholarly research to bear on synchronous online education in a cross-disciplinary effort to shed light on what is going on by introducing systems of thought from other areas. The liminality and associated communitas which are found in synchronous online learning environments are examined for their possible consequences for learning in general and language learning in particular. Like computer-mediated communication, liminality has been associated with disinhibitory effects. Lack of excessive inhibition has been shown to have positive effects on second language production. The position of the online learner as “neither here nor there” or perhaps simultaneously both here and there is investigated and discussed.