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Using a grounded theory approach to study online collaboration behaviors

机译:使用扎实的理论方法研究在线协作行为

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This paper discusses how an interpretive theory of action was explored and developed through iterative cycles of grounded theory generation. We establish our motivation for employing the grounded theory method in an area that is overflowing with theories of learning, then move on to the practicalities of generating an interpretive grounded theory by following the 'vapor trails' left by online learners. We describe how we incorporated the use of mixed methods into an interpretive grounded theory process, with a theoretical sampling strategy that used 'complementary comparison' to feed back into a new cycle of constant comparison. We discuss how constant comparison may be enhanced by researcher debate around emerging themes and categories, co-coding of data samples, coding of researcher theoretical memos, and reflection-in-action during explicit explanations of coding schemes to research assistants and the review of research process memos. Finally, we discuss how and why the substantive theory of action that was generated by this process provides an original contribution to theories of collaborative online learning by accounting for both visible and invisible learning strategies that explain the role of thought-leaders in a community of inquiry and account for vicarious learning.
机译:本文讨论了如何通过扎根的理论生成的迭代循环来探索和发展动作解释理论。我们建立了在扎根于学习理论的领域中采用扎根理论方法的动机,然后继续关注通过在线学习者留下的“蒸气痕迹”生成解释性扎根理论的实用性。我们描述了如何将混合方法的使用纳入解释性的基础理论过程中,以及使用“互补比较”的理论抽样策略来反馈到恒定比较的新循环中的方法。我们讨论如何通过围绕围绕新兴主题和类别的研究人员辩论,数据样本的共同编码,研究人员理论备忘录的编码以及在对研究人员的编码方案进行明确的编码方案解释和研究回顾过程中的作用中的反思来增强持续比较。处理备忘录。最后,我们讨论了此过程产生的实质性行动理论如何以及为什么通过解释可见和不可见的学习策略(解释了思想领袖在探究社区中的作用)而对协作在线学习理论做出了原创性贡献。并负责替代学习。

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