LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Lunt, Thomas James (2016)
Languages: English
Types: Doctoral thesis
Subjects: LB2300

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
In this ethnographic case study I examine, as a participant observer, the subjectivities of students, staff and others outside the university in real and virtual spaces. The work is intended for the education research community in the field of digital literacy and teaching practitioners in Higher Education (HE) who are seeking to understand how digital literacy and student engagement policy can influence relationships in learning communities.\ud \ud I examine the literature relating to theoretical and policy discourses of digital literacy, student engagement, learning community and social capital. Based on the literature, I take an anti-foundational methodological stance that draws on the work of Derrida, MacLure and Rancière. I also draw on the work of Fairclough who locates himself as a critical realist. While not in anyway attempting to reconcile the ontological assumptions of anti-foundationalism and critical realism, I do adopt a dialectic approach that may be generative of fresh insights and perspectives. The conflicted nature of my position as an insider and participant researcher is also interrogated.\ud \ud The case study of a second year (level 5) module drew on a mixed-method research approach and took place in Spring, 2012 at a post ’92 university. As the module leader, I asked the students to use online Private Group Forums (PGFs) to aid group work and Open Group Forums (OGFs) to co-ordinate activities such as field trips and to ask questions. In April, I asked the students to complete a survey that sought to measure a range of items including their engagement, levels of trust and general satisfaction with their teaching experience. After the module was completed, I interviewed students, staff and an external professional. Drawing on Critical Discourse Analysis (CDA), I analysed the content of the interviews, open and private forums and then ‘read’ them from a deconstructive viewpoint. In writing up I employ conventional and unconventional formats and, using auto ethnographic narrative, reflect on my approach. I then conclude the study, setting out the key findings.\ud \ud The case study showed that the majority of students did not engage with institutional virtual spaces and large numbers of students used alternatives such as Facebook to support their learning. The majority of students indicated that they trusted their tutor whom they valued as the most important source of learning support. However, tutors were, for the most part, excluded from alternative virtual spaces. Where students allowed the researcher access to their virtual space, high levels of engagement were present but these were not necessarily positive or supportive. Tutors, for the most part, did not engage with students online. Where they did, this sometimes led to dependent, disengaged student/tutor relationships.\ud \ud The study offers a unique insight into student and teaching staff practices in virtual and real spaces and how wider ideologically-driven policy discourses affect individuals’ subjectivities in these spaces. The qualitative and quantitative data offers a contribution to knowledge that will be useful to policy makers, Higher Education (HE) managers, teachers and students. For example, in the quantitative element of the case study, the variables of class, gender, the student’s employment status and ethnicity had no apparent effect on the interactions in virtual spaces. At the same time the qualitative data presented shows students’ use of institutional virtual spaces might not be an accurate indicator of student engagement and that the use of virtual spaces can lead to dependent behaviour by students. Policy makers and managers in Higher Education institutions might find the study’s insights and conclusions particularly helpful when considering investment in institutional Virtual Learning Environments (VLEs) and how their use should be evaluated.\ud \ud This study also offers a contribution to knowledge at a theoretical level. Weaving the text from virtual spaces with interviews, and reading the new text through Rancière’s (1999) ideas of politics and democracy, has important implications for how digital literacy, support and engagement are understood and how they might contribute to what I call Democratic Learning Communities in Higher Education.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Danvers, E. C. and Gagnon, J. (2014) 'Is “student engagement” just a mirage? The case for student activism.', Student Engagement and Experience Journal, 3(2). doi: 10.7190/seej.v3i2.89.
    • Davies, B. and Gannon, S. (2005) 'Feminism/Poststructuralism', in Somekh, B. and Lewin, C. (eds) Research Methods in the Social Sciences. London: Sage Publications Ltd.
    • Delamont, S. (2005) 'Research Communities in the Social Sciences', in Somekh, B. and Lewin, C. (eds) Research Methods in the Social Sciences. London: Sage Publications Ltd.
    • Deleuze, G. (1990) The Logic of Sense. Translated by C. Boundas. London: The Athlone Press.
    • Denzin, N. (1997) Interpretive Ethnography: Ethnographic Practices for the 21st Century. London: Sage Publications.
    • Derrida, J. (1990) Limited Inc. 2nd edn. Evanston, Illinois: Northwestern University Press.
    • Derrida, J. (1994a) Specters of Marx. London/New York: Routledge.
    • Derrida, J. (1994b) 'The Deconstruction of Actuality', Radical Philosophy, 68(Autumn).
    • Available at: http://www.radicalphilosophy.com/interview/jacques-derrida (Accessed: 2 September 2014).
    • Derrida, J. (1998) Of grammatology. Corrected ed. Baltimore: Johns Hopkins University Press.
    • Derrida, J. (2004) Positions. Translated by A. Bass. London: Continuum.
    • Ellsworth, E. (1989) 'Why Doesn't This Feel Empowering? Working Through the REpressive Myths of Critical Pedagogy', Harvard Educational Review, 59(3), pp. 297- 324.
    • Fairclough, N. (2010) Critical discourse analysis: the critical study of language. 2nd edn.
    • Fairclough, N., Jessop, R. and Sayer, A. (2004) 'Critical Realism and Semiosis', in Joseph, J. and Roberts, J. (eds) Realism, Discourse and Deconstruction. London: Routledge.
    • Ferreday, D., Hodgson, V. and Jones, C. (2006) 'Dialogue, language and identity: critical issues for networked management learning', Studies in Continuing Education, 28(3), pp. 223-239. doi: 10.1080/01580370600947389.
    • Fine, G. A. and Deegan, J. G. (1996) 'Three principles of Serendip: insight, chance, and discovery in qualitative research', International Journal of Qualitative Studies in Education, 9(4), pp. 434-447. doi: 10.1080/0951839960090405.
    • Foucault, M. (1977) Language, counter-memory, practice: selected essays and interviews. Edited by D. F. Bouchard. Ithaca, N.Y: Cornell University Press.
    • Foucault, M. (1994a) 'Self Writing', in Rabinow, P. (ed.) Ethics Subjectivity and Truth.
    • The Essential works of Michel Foucault 1954 -1984. London: Penguin.
    • Foucault, M. (1994b) 'Sex, Power and the Politics of Identity', in Rabinow, P. (ed.) Ethics, Subjectivity and Truth: Essential Works of Foucault 1954 -1984. London: Penguin Books Ltd.
    • Foucault, M. (1994c) 'Truth and Power', in Faubion, J. (ed.) Michel Foucault Power essential works of Foucault 1954-1984. London: Penguin.
    • Foucault, M. (1994d) 'What is Enlightenment?', in Rabinow, P. (ed.) Ethics, Subjectivity and Truth: Essential Works of Foucault 1954 -1984. London: Penguin.
    • Foucault, M. (1998) Aesthetics, Method, and Epistemology. Edited by J. Faubion. New York: New Press.
    • Furlonger, R., Johnson, D. and Parker, B. (2014) 'Experiences of engagement. The successes and issues from a student perspective', in Bryson, C. (ed.) Understanding and Developing Student Engagement. Oxon: Routledge.
    • Gannon, S. (2006) 'The (Im)Possibilities of Writing the Self-Writing: French Poststructural Theory and Autoethnography', Cultural Studies ↔ Critical Methodologies, 6(4), pp. 474-495. doi: 10.1177/1532708605285734.
    • Gee, J. (2003) What video games have to teach us about learning and literacy. New York: Palgrave.
    • Goffman, E. (1959) The presentation of self in everyday life. Harmondsworth: Penguin Books Ltd.
    • Goldbart, J. and Hustler, D. (2005) 'Ethnography', in Research Methods in the Social Sciences. London: Sage Publications Ltd.
    • Granovetter, M. S. (1973) 'The Strength of Weak Ties', American Journal of Sociology, 78(6), pp. 1360-1380.
    • Grix, J. (2001) 'Review Article: Social Capital as a Concept in the Social Sciences: The Current State of the Debate', Democratization, 8(3), pp. 189-210. doi: 10.1080/714000218.
    • Hammersley, M. (1997) 'On the foundations of critical discourse analysis', Language & Communication, 17(3), pp. 237-248. doi: Doi: 10.1016/s0271-5309(97)00013-x.
    • Henderson, M., Selwyn, N. and Aston, R. (2015) 'What works and why? Student perceptions of “useful” digital technology in university teaching and learning', Studies in Higher Education, 0(0), pp. 1-13. doi: 10.1080/03075079.2015.1007946.
    • Hrastinski, S. and Aghaee, N. (2013) 'How are campus students using social media to support their studies? An explorative interview study', Education and Information Technologies, 17(4), pp. 451-464. doi: 10.1007/s10639-011-9169-5.
    • Jacklin, A. and Le Riche, P. (2009) 'Reconceptualising student support: from “support” to “supportive”', Studies in Higher Education, 34(7), pp. 735 - 749.
    • Kavanagh, J. H., Rancière, J., Lapidus, R. and Guenoun, S. (2000) 'Jacques Rancière: Literature, Politics, Aesthetics: Approaches to Democratic Disagreement', SubStance, 29(2), pp. 3-24. doi: 10.1353/sub.2000.0022.
    • Krause, K. (2005) '“Engaged, inert or otherwise occupied?: Deconstructing the 21st century undergraduate student”', in. The James Cook University Symposium 2005,Sharing Scholarship in Learning and Teaching: Engaging Students, James Cook University, Townsville/Cairns, Queensland.
    • Kress, G. (1996) 'Internationalisation and Globalisation: Rethinking a curriculum of communication', Comparative Education, 32(2), pp. 185-196. doi: 10.1080/03050069628830.
    • Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J. and Gonyea, R. M. (2008) 'Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence', Journal of Higher Education, 79(5), pp. 540-563.
    • Lather, P. (1986) 'Research as Praxis', Harvard Educational Review, 56(3), pp. 257-278.
    • Lather, P. (1992) 'Critical frames in educational research: Feminist and post‐structural perspectives', Theory Into Practice, 31(2), pp. 87-99. doi: 10.1080/00405849209543529.
    • Lather, P. (1993) 'Fertile Obsession: Validity after Poststructuralism', The Sociological Quarterly, 34(4), pp. 673-693.
    • MacLure, M. (2003) Discourse in Educational and Social Research. Maidenhead: OUP.
    • MacLure, M. (2010) 'The offence of theory', Journal of Education Policy, 25(2), pp.
    • 277-286. doi: 10.1080/02680930903462316.
    • MacLure, M. (2011) 'Qualitative Inquiry: Where Are the Ruins?', Qualitative Inquiry, 17(10), pp. 997-1005.
    • MacLure, M. (2013) 'Researching without representation? Language and materiality in post-qualitative methodology', International Journal of Qualitative Studies in Education, 26(6), pp. 658-667. doi: 10.1080/09518398.2013.788755.
    • Madge, C., Meek, J., Wellens, J. and Hooley, T. (2009) 'Facebook, social integration and informal learning at university: “It is more for socialising and talking to friends about work than for actually doing work”', Learning, Media and Technology, 34(2), pp. 141- 155. doi: 10.1080/17439880902923606.
    • Markham, A. and Buchanan, E. (2012) Ethical Decision-Making and Internet Research Recommendations from the AoIR Ethics Working Committee (Version 2.0). Association of Internet Researchers. Available at: http://aoir.org/reports/ethics2.pdf (Accessed: 7 July 2014).
    • Miles, M. and Huberman, A. (1994) Qualitative data analysis: An expanded source book. Second. Thousand Oaks, CA: Sage Publications.
    • Miranda, L., Alves, P. and Morais, C. (2013) 'Assessment of virtual learning environments by higher education teachers and students', in. Proceedings of the European Conference on e-Learning, ECEL, pp. 311-318.
    • Morse, J. (1998) 'Designing Funded Qualitative Research', in Strategies of qualitative enquiry. Thousand Oaks, CA: Sage, pp. 56-85.
    • Quinn, J. (2010) Learning Communities and Imagined Social Capital: Learning to belong. London: Continuum.
    • Sharpe, R., Beetham, H. and Sara, de F. (2007) Rethinking Learning For A Digital Age: How Learners Are Shaping Their Own Experiences. Taylor & Francis. Available at: http://lib.myilibrary.com?ID=265977.
    • Sharpe, R., Benfield, G., Gulati, S. and Hardy, J. (2010) 'Supporting Learners in a Digital Age (SLiDA) Synthesis Report.' Available at: internal-pdf://slidasynthesisreport1870478592/slidasynthesisreport.pdf.
    • Skeggs, B. (2001) 'Feminist Ethnography', in Atkinson et al (ed.) Handbook of Ethnography. London: Sage Publications Ltd.
    • Stake, R. (1995) The Art of Case Study Research. Thousand Oaks. Cal.: Sage.
  • No related research data.
  • No similar publications.

Share - Bookmark

Download from

Cite this article