A Dialogic about Using Facebook Status Updates for Education Research: A PhD Student's Journey

Autor/inn/en	Barnes, Naomi; Penn-Edwards, Sorrel; Sim, Cheryl
Titel	A Dialogic about Using Facebook Status Updates for Education Research: A PhD Student's Journey
Quelle	In: Educational Research and Evaluation, 21 (2015) 2, S.109-121 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2015.1024429
Schlagwörter	Social Networks; Learning Experience; Ethics; Graduate Students; Doctoral Programs; Profiles; Credibility; Educational Research; Computer Mediated Communication; Guidelines; Researchers; College Freshmen; Student Adjustment; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Lernerfahrung; Ethik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Charakterisierung; Profilanalyse; Glaubwürdigkeit; Bildungsforschung; Pädagogische Forschung; Computerkonferenz; Richtlinien; Researcher; Forscher; Studienanfänger; Adjustment; Schüler; Schülerin; Adaptation; Ausland; Australien
Abstract	Facebook status updates provided the data for a study about the transition learning experiences of 1st-year university students. Strict ethical guidelines were proposed by the PhD researcher from the outset of the study. Anonymity was considered important for the approved ethical clearance for both the university and the participants. Phenomenography was adopted and adapted for the study because it both conceptually and methodologically managed anonymity as well as questions of authenticity. An ethical dilemma arose during the research because the archival parameters were expanded by the researcher to allow the collection of data from the participants' network. Questions of consent in an online space and how to report findings, which included data from people unaware of their involvement in the research, needed to be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01