New Pathways: Affective Labor and Distributed Expertise in Peer-Supported Learning Circles

Autor/in	Damasceno, Cristiane S.
Titel	New Pathways: Affective Labor and Distributed Expertise in Peer-Supported Learning Circles
Quelle	In: Communication Education, 67 (2018) 3, S.330-347 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2018.1467026
Schlagwörter	Peer Teaching; Communities of Practice; Large Group Instruction; Online Courses; Educational Technology; Technology Uses in Education; Ethnography; Student Participation; Student Attitudes; Student Behavior; Learning Motivation; Group Dynamics; Accountability; Interaction; Participant Observation; Coding; Facilitators (Individuals); Caring; Empathy; Peer Relationship; Adult Learning; Interviews; Qualitative Research + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Community; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ethnografie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Student behaviour; Motivation for studies; Lernmotivation; Gruppendynamik; Verantwortung; Interaktion; Teilnehmende Beobachtung; Codierung; Programmierung; Care; Pflege; Sorge; Betreuung; Empathie; Peer-Beziehungen; Adulte education; Adult training; Erwachsenenbildung; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	This paper explores learners' and facilitators' participation in Peer 2 Peer University's Learning Circles (face-to-face study groups for people who are taking massive open online courses together). While digital technologies and open educational resources bring new possibilities for learning in informal settings, few empirical studies explore how adults take advantage of them. This research employs ethnography to investigate how learners and facilitators participated in eight different Learning Circles over a six-week period. My thematic analysis reveals that participants in these study groups "expressed care," "shared learning resources," "enacted self-motivated learning strategies," and "took risks by leaving comfort zones." Participants leveraged affective labor to create group cohesion, strengthen accountability, and enable peer interactions that supported self-guided learning. I argue that these virtues can open new pathways for adult learning in the twenty-first century. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01