2 research outputs found
An exploration of the potential for analytic autonetnography as an emerging eResearch methodology, to examine my networked learning teaching praxis
Presented using performative writing in the form of an autonetnographic monograph, this research explores how analytic autonetnography (aANG), as an emerging eResearch methodology, might contribute to the field of networked learning (NL). As an experienced face-to-face teacher, yet neophyte online teacher, an examination of the literature to determine the key roles, attributes and characteristics of the online teacher highlighted a developmental chasm between doing online teaching and being an online teacher. With the intention to shift spaces from the classroom to online teaching, geographic and professional isolation from others’ teaching in the field of NL, and a desire to extend from practice towards praxis caused me to examine my own networked learning teaching praxis (NLTP). Despite evidence reporting the potential for autonetnography as an eResearch methodology, there is a dearth of literature that goes beyond introducing the theoretical application of autonetnography to any digitally-mediated field. A theoretical model for aANG, is conceptualised by undertaking a meta-synthesis of autoethnographic methodologies and research papers alluding to the concept of autonetnography. The aANG theoretical model is employed to situate my NLTP, consider the impact my online interactions had on student interaction and group cohesion, and inform my professional development as an online teacher. A mixed methods case-study examines my own practice in teaching online for five weeks. Data sources included reflective blogs, reflexive interviews, situational analysis, social network analysis, timeline, culturegram, group cohesion and directed content analysis. Three themes became apparent: fragile self-belief, promoting learner autonomy, and (re)positioning my NLTP. To ensure my aANG findings were credible and trustworthy, theoretical analysis of my findings were compared with peer-reviewed literature. Whilst the aANG theoretical model was developed specifically to meet my own needs, reflection on its use unearthed similarities between what I experienced and the transformative dimensions of adult learning. I recognised that it was feasible to adapt my aANG model for application to any digitally-mediated field where an examination of one’s own practice is chosen. To afford a more generic approach, an as yet untested autonetnography (ANG) model is proposed, that incorporates the transformational aspects of professional development. This thesis contributes to the body of knowledge through (1) adding to the literature/knowledge with a case study of my own NLTP, which may be of value to other online practitioners, (2) adding to the literature and understanding of aANG as a new methodology, and (3) developing the ANG methodology as a contribution to practice, which online practitioners might use, amend, revise or apply to other digital fields
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Developing online teacher communities to support communication and collaboration
Glow, the Scottish arm of the National Grid for Learning (NGfL), was created to connect each of Scotland's 32 local authorities, schools, teachers and pupils, as well as key stakeholders through a secure intranet. Since the official launch of Glow in 2007 it has received a mixed reception amongst the teaching profession and engagement has been variable. This study set out to investigate Glow's use. The initial online survey of teachers' perceptions of Glow, in 2009, indicated that respondents were making little use of Glow. This led to a refocusing ofthe research to investigate a group of teachers who had a history of communicating online, with a view to understanding how teacher communities evolve online. A case study approach was adopted using a variety of methods including e-participant observations of their asynchronous discussion forums, questionnaires and interviews. The research builds on previous work on member Life-Cycle models and online community models in order to describe and analyse this onlineteacher community. Key findings emerged related to the adequacy of existing models of online communities and the evolution of new modes of online interaction. Specifically, member Life-Cycle models designed for open online communities do not fully describe the roles adopted in a closed teacher community. Furthermore, such models are inadequate to fully understand community development where members communicate offline as well as online. For this existing teacher community synchronous discussions appear to be increasing in relevance and popularity in comparison with asynchronous discussions. The implications of this for the next generation of Glow and online teacher communities are particularly relevant suggesting that focused synchronous discussion groups are an area for future research. Keywords: Glow, NGfL, online communication, online collaboration, online communities, teacher communities