Stroking the Net Whale: a Constructivist Grounded Theory of Self-Regulated Learning in Virtual Social Spaces

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
J. Kasperiūnienė, V. Žydžiūnaitė, M. Eriksson
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引用次数: 1

Abstract

This qualitative study explored the self-regulated learning (SRL) of teachers and their students in virtual social spaces. The processes of SRL were analyzed from 24 semi-structured individual interviews with professors, instructors and their students from five Lithuanian universities. A core category stroking the net whale showed the process of SRL skills development of university teachers and their students. This core category was constructed from three categories: building boats, angling in the multifaceted ocean, nurturing the big fish. Building boats showed social networking and identity marketing processes which are the same for both research participant groups. Angling in the multifaceted ocean implied personal capabilities and mutual trust dimensions, applicable to both teachers and students. Other dimensions of Angling in the multifaceted ocean differ: maintenance of liquid identities was observed for teachers; students stressed reinforcement of formal studies in virtual social spaces. Nurturing the big fish for both participant groups means academic communication; for university teachers, it also means professional knowledge development, and for students, virtual learning skills development. These findings contribute to understanding how the SRL of university teachers and their students progresses in virtual social spaces.
摸着网鲸:一种基于建构主义的虚拟社会空间自主学习理论
这项定性研究探讨了教师及其学生在虚拟社交空间中的自主学习(SRL)。对来自立陶宛五所大学的教授、讲师及其学生进行了24次半结构化的个人访谈,分析了SRL的过程。一个核心类别“抚鲸”展示了高校师生SRL技能发展的过程。这一核心类别由三个类别构成:建造船只、在多方面的海洋中钓鱼、培育大型鱼类。造船展示了社交网络和身份营销过程,这两个研究参与者群体都是一样的。在多方面的海洋中钓鱼意味着个人能力和相互信任的维度,适用于教师和学生。在多方面的海洋中钓鱼的其他方面也有所不同:教师保持了液体身份;学生们强调在虚拟社交空间中强化正式学习。培养两个参与者群体的大人物意味着学术交流;对大学教师来说,这也意味着专业知识的发展,对学生来说,这意味着虚拟学习技能的发展。这些发现有助于理解大学教师及其学生的SRL是如何在虚拟社交空间中发展的。
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来源期刊
Qualitative Research in Education
Qualitative Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
7.10%
发文量
4
审稿时长
12 weeks
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