Abstract

Self-reflection is expected in business communication teaching, but e-learning has been argued to create an illusion of direct experience as social presence. This study explores how participants’ negotiation of personal agency is constructed in a digital, asynchronic context. Using data collected from a digital classroom of a European business university, I show how participants enact specific strategies in their presentation of self. My aim is twofold: first, to explore how participants negotiate their social identities in a virtual community, and second, to better understand what both educators and enterprise can do to encourage successful dialogue and further humanize digital context.

Journal
Business and Professional Communication Quarterly
Published
2025-12-01
DOI
10.1177/23294906231213633
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Cited by in this index (1)

  1. Business and Professional Communication Quarterly

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