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An exploration of the potential for analytic autonetnography as an emerging eResearch methodology, to examine my networked learning teaching praxis

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@phdthesis{2fa5efdcf245415cab4136eebfae521b,
title = "An exploration of the potential for analytic autonetnography as an emerging eResearch methodology, to examine my networked learning teaching praxis",
abstract = "Presented using performative writing in the form of an autonetnographic monograph, this research explores how analytic autonetnography (aANG), as an emerging eResearch methodology, might contribute to the field of networked learning (NL). As an experienced face-to-face teacher, yet neophyte online teacher, an examination of the literature to determine the key roles, attributes and characteristics of the online teacher highlighted a developmental chasm between doing online teaching and being an online teacher. With the intention to shift spaces from the classroom to online teaching, geographic and professional isolation from others{\textquoteright} teaching in the field of NL, and a desire to extend from practice towards praxis caused me to examine my own networked learning teaching praxis (NLTP). Despite evidence reporting the potential for autonetnography as an eResearch methodology, there is a dearth of literature that goes beyond introducing the theoretical application of autonetnography to any digitally-mediated field. A theoretical model for aANG, is conceptualised by undertaking a meta-synthesis of autoethnographic methodologies and research papers alluding to the concept of autonetnography. The aANG theoretical model is employed to situate my NLTP, consider the impact my online interactions had on student interaction and group cohesion, and inform my professional development as an online teacher. A mixed methods case-study examines my own practice in teaching online for five weeks. Data sources included reflective blogs, reflexive interviews, situational analysis, social network analysis, timeline, culturegram, group cohesion and directed content analysis. Three themes became apparent: fragile self-belief, promoting learner autonomy, and (re)positioning my NLTP. To ensure my aANG findings were credible and trustworthy, theoretical analysis of my findings were compared with peer-reviewed literature. Whilst the aANG theoretical model was developed specifically to meet my own needs, reflection on its use unearthed similarities between what I experienced and the transformative dimensions of adult learning. I recognised that it was feasible to adapt my aANG model for application to any digitally-mediated field where an examination of one{\textquoteright}s own practice is chosen. To afford a more generic approach, an as yet untested autonetnography (ANG) model is proposed, that incorporates the transformational aspects of professional development.This thesis contributes to the body of knowledge through (1) adding to the literature/knowledge with a case study of my own NLTP, which may be of value to other online practitioners, (2) adding to the literature and understanding of aANG as a new methodology, and (3) developing the ANG methodology as a contribution to practice, which online practitioners might use, amend, revise or apply to other digital fields.",
keywords = "Autonetnography, netnography, Networked learning, Networked learning teaching praxis, online teacher professional development",
author = "Lyz Howard",
year = "2018",
doi = "10.17635/lancaster/thesis/265",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - THES

T1 - An exploration of the potential for analytic autonetnography as an emerging eResearch methodology, to examine my networked learning teaching praxis

AU - Howard, Lyz

PY - 2018

Y1 - 2018

N2 - Presented using performative writing in the form of an autonetnographic monograph, this research explores how analytic autonetnography (aANG), as an emerging eResearch methodology, might contribute to the field of networked learning (NL). As an experienced face-to-face teacher, yet neophyte online teacher, an examination of the literature to determine the key roles, attributes and characteristics of the online teacher highlighted a developmental chasm between doing online teaching and being an online teacher. With the intention to shift spaces from the classroom to online teaching, geographic and professional isolation from others’ teaching in the field of NL, and a desire to extend from practice towards praxis caused me to examine my own networked learning teaching praxis (NLTP). Despite evidence reporting the potential for autonetnography as an eResearch methodology, there is a dearth of literature that goes beyond introducing the theoretical application of autonetnography to any digitally-mediated field. A theoretical model for aANG, is conceptualised by undertaking a meta-synthesis of autoethnographic methodologies and research papers alluding to the concept of autonetnography. The aANG theoretical model is employed to situate my NLTP, consider the impact my online interactions had on student interaction and group cohesion, and inform my professional development as an online teacher. A mixed methods case-study examines my own practice in teaching online for five weeks. Data sources included reflective blogs, reflexive interviews, situational analysis, social network analysis, timeline, culturegram, group cohesion and directed content analysis. Three themes became apparent: fragile self-belief, promoting learner autonomy, and (re)positioning my NLTP. To ensure my aANG findings were credible and trustworthy, theoretical analysis of my findings were compared with peer-reviewed literature. Whilst the aANG theoretical model was developed specifically to meet my own needs, reflection on its use unearthed similarities between what I experienced and the transformative dimensions of adult learning. I recognised that it was feasible to adapt my aANG model for application to any digitally-mediated field where an examination of one’s own practice is chosen. To afford a more generic approach, an as yet untested autonetnography (ANG) model is proposed, that incorporates the transformational aspects of professional development.This thesis contributes to the body of knowledge through (1) adding to the literature/knowledge with a case study of my own NLTP, which may be of value to other online practitioners, (2) adding to the literature and understanding of aANG as a new methodology, and (3) developing the ANG methodology as a contribution to practice, which online practitioners might use, amend, revise or apply to other digital fields.

AB - Presented using performative writing in the form of an autonetnographic monograph, this research explores how analytic autonetnography (aANG), as an emerging eResearch methodology, might contribute to the field of networked learning (NL). As an experienced face-to-face teacher, yet neophyte online teacher, an examination of the literature to determine the key roles, attributes and characteristics of the online teacher highlighted a developmental chasm between doing online teaching and being an online teacher. With the intention to shift spaces from the classroom to online teaching, geographic and professional isolation from others’ teaching in the field of NL, and a desire to extend from practice towards praxis caused me to examine my own networked learning teaching praxis (NLTP). Despite evidence reporting the potential for autonetnography as an eResearch methodology, there is a dearth of literature that goes beyond introducing the theoretical application of autonetnography to any digitally-mediated field. A theoretical model for aANG, is conceptualised by undertaking a meta-synthesis of autoethnographic methodologies and research papers alluding to the concept of autonetnography. The aANG theoretical model is employed to situate my NLTP, consider the impact my online interactions had on student interaction and group cohesion, and inform my professional development as an online teacher. A mixed methods case-study examines my own practice in teaching online for five weeks. Data sources included reflective blogs, reflexive interviews, situational analysis, social network analysis, timeline, culturegram, group cohesion and directed content analysis. Three themes became apparent: fragile self-belief, promoting learner autonomy, and (re)positioning my NLTP. To ensure my aANG findings were credible and trustworthy, theoretical analysis of my findings were compared with peer-reviewed literature. Whilst the aANG theoretical model was developed specifically to meet my own needs, reflection on its use unearthed similarities between what I experienced and the transformative dimensions of adult learning. I recognised that it was feasible to adapt my aANG model for application to any digitally-mediated field where an examination of one’s own practice is chosen. To afford a more generic approach, an as yet untested autonetnography (ANG) model is proposed, that incorporates the transformational aspects of professional development.This thesis contributes to the body of knowledge through (1) adding to the literature/knowledge with a case study of my own NLTP, which may be of value to other online practitioners, (2) adding to the literature and understanding of aANG as a new methodology, and (3) developing the ANG methodology as a contribution to practice, which online practitioners might use, amend, revise or apply to other digital fields.

KW - Autonetnography

KW - netnography

KW - Networked learning

KW - Networked learning teaching praxis

KW - online teacher professional development

U2 - 10.17635/lancaster/thesis/265

DO - 10.17635/lancaster/thesis/265

M3 - Doctoral Thesis

PB - Lancaster University

ER -