Being a good spy: Legitimizing access to web-based observation

Grønning, Ingeborg

doi:10.5324/eip.v9i2.1864

Cited by 3 publications

(1 citation statement)

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“…The researchers ensured that all research participants featured in the study were informed of the intent of the project and that participation in the research project was subject to participants' informed consent. Additionally, we were conscious that examining participants' public digital participation was complex as often the understanding of publicness, or privacy online, for that matter, does not necessarily coincide with the technical settings offered by the platforms in use (Grønning, 2015). As a way to overcome this issue, it was decided that additional forms of data collection were necessary so that the data used for publication could be completely anonymous without risk of traceability to the source or author.…”

Section: The Studymentioning

confidence: 99%

Higher education students’ experiences of digital learning and (dis)empowerment

Costa

Murphy

Pereira

et al. 2018

AJET

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This paper focuses on learning practices in higher education in relation to a digital participatory culture. Using key principles of critical education, the research set out to explore higher education students’ sense of agency online – or lack of it –as part of their formal learning practices. The research found that although students were proficient Web users, they did not exercise their learner agency beyond what they assumed to be expected of them, thus evidencing the stability of their learning habitus in relation to the learning conventions associated with the academic field. Perhaps more surprisingly, however, is students’ perception of the Web not only as a space of student participation, but also as a space of student surveillance. Such perceptions constitute real obstacles to meaningful participation as a form learning.

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Section: The Studymentioning

confidence: 99%