A dialogic about using Facebook status updates for education research: a PhD student's journey

Barnes, Naomi; Penn-Edwards, Sorrel; Sim, Cheryl Rae

doi:10.1080/13803611.2015.1024429

Cited by 18 publications

(21 citation statements)

References 39 publications

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“…Indeed, while there is a growing body of literature dealing with the ethical issues of conducting digital and Internet-based research (see McKee & Porter, 2009), relatively little has been written about social media (Barnes et al 2015). As such, there is no clear ethical framework for researchers entering this field of research (Beninger et al, 2014;Evans et al, 2015), where traditional procedures of informed consent and anonymity have been reported as being complex and difficult to navigate (Goodyear, 2016).…”

Section: Discussionmentioning

confidence: 99%

‘That is like a 24 hours-day tournament!’: using social media to further an authentic sport experience within sport education

Luguetti

Goodyear

André

2017

Sport, Education and Society

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Several studies demonstrate that Sport Education supports the development of an authentic experience of sport. Social media has the potential to further the development of an authentic sport experience since it is a key aspect of contemporary sport culture and can be a space for individuals to interact during the Sport Education. Yet the evidence-base on the use of social media within Sport Education is limited. The purpose of this study was to explore how social media supports the development of an authentic sport experience within Sport Education. The context of this study was within a female recreational community sport futsal club. Players engaged with Sport Education as a focus for their sessions for 13 weeks. The Sport Education season embedded the six key features. During the Sport Education season, players interacted with each other through Facebook. Data were generated from; (1) researcher/player field journal, (2) Facebook posts and (3) post-season player interviews. Data analysis involved inductive, constant comparison and memberchecking methods. Results showed that players' uses of Facebook supported the development of an authentic sport experience. Players' uses of Facebook strengthened the development of three key Sport Education features; affiliation, festivity and season. Based on the limited amount of research on the impact of social media within Sport Education and community sport, future studies should continue to examine the effectiveness of social media as an interactional tool to enhance the development of an authentic sport experience.

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Section: Discussionmentioning

confidence: 99%

‘That is like a 24 hours-day tournament!’: using social media to further an authentic sport experience within sport education

Luguetti

Goodyear

André

2017

Sport, Education and Society

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“…I felt it was important for the informants' privacy that I make this limitation. Further ethical considerations of this method are discussed in Barnes, Penn-Edwards and Sim (2015).…”

Section: Methodsmentioning

confidence: 99%

Navigating social integration into university on Facebook: Insights from a longitudinal study

Barnes¹

2017

SUCCESS

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This article reports on the experiences of 26 first year students as they record on Facebook snapshots of their experiences navigating social integration into university. There is still a substantial gap in student transition success research conceptually framed by the understanding that first year transition is about becoming. Transition as becoming expands current conceptions of transition by situating it within the real world rather than just within university. Facebook status updates were used as data because social media are integral to the life experiences of the young people and is a means to hypothesise where and how students were becoming university students. This article reports findings that acknowledge the tumultuous, cyclical, and chaotic experiences of first year students consistent with the idea that university is a part of a person’s becoming.

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“…These digital spaces, that are highly mobile and promote mass socialisation, normalisation, and self-trackingto only name a few functionshave been described as an "ethical minefield" (Barnes et al, 2015, p. 112). Yet, and across social media, apps, and wearable devices, relatively little has been written on the topic of ethics (see Barnes et al, 2015;Henderson et al, 2013;Wallace and Townsend, 2016) and very few discussions have occurred within the fields researching sport, exercise and health.…”

Section: Take Down Policymentioning

confidence: 99%

“…Association, and American Sociological Association), it is agreed that if research involves human subjects then informed consent should be sought (Bryman, 2015). For under 18s, parental/guardian consent is considered necessary due to heightened levels of vulnerability and deficiencies in young people's decision making (Barnes et al, 2015;Bond and Agnew 2016;Davis and James, 2013). Yet a notable critique of informed consent is the extent to which researchers can predict what will happen during a study and, in turn, the extent to which participants (and parents/guardians) can be fully informed (see Corti et al, 2000;Sparkes and Smith, 2014).…”

Section: Across Varying Codes (For Example British Sociological Assomentioning

confidence: 99%

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Social media, apps and wearable technologies: navigating ethical dilemmas and procedures

Goodyear

2017

Qualitative Research in Sport, Exercise and Health

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There is a growing body of literature dealing with the ethical issues of conducting digital and Internet-based research, yet relatively little has been written about social media, apps, and wearable devices. By using three empirical case studies of ethical challenges and dilemmas in the context of physical education, this clear gap in understanding is addressed. The case studies reveal that ethical issues unique to digital research are, (i) the questionable involvement of human subjects, (ii) the traceability of individuals and data, and (iii) the diverse interactional capabilities of digital technologies. Large numbers of participants, the international nature of research and legal matters are also ethical issues intensified by the use of social media, apps, and wearable devices. To address such ethical issues, a culturally responsive relational and reflexive approach to ethics is signposted as one way forward. New insights from the case studies were also provided on the types of ethical procedures researchers might follow. Yet despite this paper providing novel understandings on digital and Internet-based ethics within sport, exercise and health, in order to advance research and practice the importance of embarking on a professional wide digital research ethics debate is stressed.

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A dialogic about using Facebook status updates for education research: a PhD student's journey

Cited by 18 publications

References 39 publications

‘That is like a 24 hours-day tournament!’: using social media to further an authentic sport experience within sport education

‘That is like a 24 hours-day tournament!’: using social media to further an authentic sport experience within sport education

Navigating social integration into university on Facebook: Insights from a longitudinal study

Social media, apps and wearable technologies: navigating ethical dilemmas and procedures

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