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

• Autores: Judita Kasperiuniene, Vilma Zydziunaite, Malin Eriksson
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 6, Nº. 3, 2017, págs. 276-302
• Idioma: inglés
• DOI: 10.17583/qre.2017.2756
• Títulos paralelos:
  • Trazar la Red Ballena:: una Teoría Fundamentada Constructivista del Aprendizaje Auto-Regulado en Espacios Sociales Virtuales
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio cualitativo exploró el aprendizaje autorregulado (AAR) de docentes y sus alumnos en espacios sociales virtuales. Los procesos de AAR se analizaron a partir de 24 entrevistas individuales semi-estructuradas con profesores y estudiantes de cinco universidades lituanas. Una categoría núcleo, trazar la red ballena, mostró el proceso de desarrollo de habilidades del AAR por parte de los profesores universitarios y sus estudiantes. Esta categoría se construyó a partir de tres subcategorías: (a) construcción de embarcaciones, que muestra redes sociales y procesos de marketing de identidad, los mismos para ambos grupos; (b) la pesca en el océano multifacético, que implica capacidades personales y dimensiones de confianza mutua, aplicables tanto a profesores como a estudiantes. Otras dimensiones de esta categoría difieren: para los profesores se observó el mantenimiento de las identidades líquidas, mientras que los estudiantes subrayaron el refuerzo de los estudios formales en espacios sociales virtuales y; (c) cultivar el pez grande, que significa comunicación académica para ambos grupos; para los profesores universitarios, también significa el desarrollo de conocimientos profesionales y para los estudiantes, el desarrollo de habilidades de aprendizaje virtual. Estos hallazgos contribuyen a comprender cómo el AAR de los profesores universitarios y sus estudiantes progresa en espacios sociales virtuales.

  • English

    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.

• Referencias bibliográficas
  • Bauman, Z. (2005). Education in liquid modernity. The Review of Education, Pedagogy, and Cultural Studies, 27(4), 303-317. doi: 10.1080/10714410500338873.
  • Bauman, Z. (2013). Liquid modernity. New York: John Wiley & Sons.
  • Birks, M., Chapman, Y., & Francis, K. (2008). Memoing in qualitative research: probing data and processes. Journal of Research in Nursing,...
  • Braidotti, R. (2013). Posthuman humanities. European Educational Research Journal, 12(1), 1-19. doi: 10.2304/eerj.2013.12.1.1.
  • Castells, M. (2013). Communication power. Oxford: Oxford University Press.
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative research. London: Sage Publications Ltd.
  • Charmaz, K. (2008). Constructionism and the grounded theory method. In A. Bryant & K. Charmaz (Eds.), The Sage handbook of constructionist...
  • Charmaz, K. (2011). Grounded Theory Methods in Social Justice Research. In N.K. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research...
  • Clarke, A. (2005). Situational analysis: Grounded theory after the postmodern turn. Thousand Oaks, CA: Sage.
  • Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher...
  • Csikszentmihalyi, M., & Wolfe, R. (2014). New conceptions and research approaches to creativity: Implications of a systems perspective...
  • Dunne, Á, Lawlor, M. A., & Rowley, J. (2010). Young people's use of online social networking sites-a uses and gratifications perspective....
  • Eisenbeiss, M., Blechschmidt, B., Backhaus, K., & Freund, P. A. (2012). “The (real) world is not enough:” motivational drivers and user...
  • Ellis, V. A. (2016). Introducing the Creative Learning Principles: Instructional Tasks Used to Promote Rhizomatic Learning through Creativity....
  • General Assembly of the World Medical Association (2014). World Medical Association Declaration of Helsinki: ethical principles for medical...
  • Griffith, T. L., Sawyer, J. E., & Neale, M. A. (2003). Virtualness and knowledge in teams: Managing the love triangle of organizations,...
  • Holton, J. A. (2007). The coding process and its challenges. In A. Bryant, & K. Charmaz (Eds.), The Sage handbook of grounded theory....
  • Karabenick, S. A., & Zusho, A. (2015). Examining approaches to research on self-regulated learning: conceptual and methodological considerations....
  • Kvale, S. (2008). Doing interviews. Los Angeles: Sage Publications.
  • Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The...
  • Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving...
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.),...
  • Romero, M., & Lambropoulos, N. (2011). Internal and external regulation to support knowledge construction and convergence in computer...
  • Schultze, U. (2014). Performing embodied identity in virtual worlds. European Journal of Information Systems, 23(1), 84-95. doi: 10.1057/ejis.2012.52.
  • Schunk, D. H., & Zimmerman, B. J. (Eds.). (2012). Motivation and self-regulated learning: Theory, research, and applications. London:...
  • Seddon, T. L. (1988). The transition in New South Wales schooling: From federation to Keynesian settlement. Education Research and Perspectives,...
  • Solomon, M. R. (2014). Consumer behavior: Buying, having, and being. Englewood Cliffs, NJ: Prentice Hall.
  • Varnelis, K. (2012). Networked publics. Cambridge, Massachusets: The MIT Press.