scholarly journals Encouraging Responsibility of Teenage Girls in Online Social Networks Through Changes in the Activities of Children's Day Centre Specialists

Pedagogika ◽  
2021 ◽  
Vol 143 (3) ◽  
pp. 157-175
Author(s):  
Lilia Žukauskienė ◽  
Ilona Klanienė ◽  
Rasa Skališienė
Keyword(s):  
Qualitative Research ◽  
Social Networks ◽  
Grounded Theory ◽  
Lifelong Learning ◽  
Online Social Networks ◽  
Teenage Girls

The article presents the results of research on the changes in the activities of specialists from the Children’s Day Centre (CDC) in order to achieve the responsibility of teenage girls in online social networks. The qualitative research is based on the methodology of the grounded theory, A. Strauss & J. Corbin (1990) version. The research highlighted the following changes in the activities of professionals: support and involvement of girls’ parents in CDC activities, its activity reflection, creativity in activating girls’ responsible participation in OSN, and lifelong learning.

FACTORS DETERMINING VULNERABILITY ON ONLINE SOCIAL NETWORKS AMONG TEENAGE GIRLS ATTENDING A CHILD DAY CARE CENTRE

2018 ◽  
Vol 3 ◽  
pp. 442-458
Author(s):  
Lilia Žukauskienė ◽  
Rasa Skališienė
Keyword(s):  
Social Networks ◽  
Grounded Theory ◽  
Online Social Networks ◽  
Day Care ◽  
Care Centre ◽  
Teenage Girls ◽  
Child Day Care ◽  
One Step ◽  
Intervening Factors ◽  
Day Care Centre

The article presents the results of the qualitative research which provide a deeper understanding of the factors determining vulnerability on online social networks among teenage girls attending a Child Day Care Centre. The research has involved the specialists from Child Day Care Centres of different towns and districts of Lithuania. A version of a systematic grounded theory (Strauss & Corbin, 1990) has been applied to conduct the research; it has helped to construct the phenomenon – Insight into threats on online social networks: “One step and everything can end up badly”. By applying the paradigmatic model of “cause and effect” of the systematic grounded theory, reasons for the development of this phenomenon, contextual and intervening factors, strategies of actions/interactions applied by the specialists as well as the manifested consequences have been distinguished.

Convergence Of The Virtual And The Living Realities: A Constructivist Grounded Theory On University Students’ Self-Regulated Learning

2015 ◽  
Vol 26 (1) ◽  
Author(s):  
Judita Kasperiūnienė ◽  
Vilma Žydžiūnaitė
Keyword(s):  
Social Networks ◽  
Grounded Theory ◽  
University Students ◽  
Online Social Networks ◽  
Research Question ◽  
Virtual Learning ◽  
Constructivist Grounded Theory ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Communication

Abstract Studies of informal learning at universities have indicated that social online network Facebook is used for learning purposes. Understanding of self-regulated academic learning processes in which students and their instructors are involved is very important for successful application and use of online social networks in university teaching and learning. This aims to reveal the learning that takes place in online social networks beyond the boundaries of universities such as Facebook, Instagram, Linkedin and related. Research object is the conditions and strategies of self-regulated learning of university students. Research question in this study is the following: “What situations, actions, interactions and consequences construct the content of self-regulated learning in a social network account?” The methodology of constructivist Grounded theory was implemented in the study. The theoretical sampling was conducted in order to involve the research participants into the study and receive the answers to the research question. For data collection were used the individual semi-structured interviews. Convergence of the virtual and the living realities is the core of university student’s self-regulated learning within the virtual space. In total in the study participated 12 research participants. Findings showed that convergence of the virtual and living realities explains university students’ self-regulated learning within the two contexts: the first, academic communication and the second, virtual learning. Self-regulated learning is affected and formed by the learner dependent and the organization dependent conditions. Two learning contexts emerged from analysis of our research data: virtual learning and academic communication. University students SRL strategies can be separated into two categories: self- oriented strategies and strategies, oriented towards others. The research findings revealed four types of intervening factors: technological, image formation, personal and psychosocial. By concluding it could be highlighted that professors and instructors are important players in the process of self-regulated learning of university students. The data grounded in the voices of academics, instructors and administrative staff can provide a deeper understanding of students’ self-regulated learning and enrich the learning results.

scholarly journals Opportunities of Educating Responsibility in Online Social Networks among Teenage Girls at Children’s Day Care Centers

Pedagogika ◽  
2018 ◽  
Vol 129 (1) ◽  
pp. 250-267
Author(s):  
Rasa Skališienė ◽  
Lilia Žukauskienė
Keyword(s):  
Social Networks ◽  
Social Networking ◽  
Online Social Networks ◽  
Social Networking Sites ◽  
Day Care ◽  
Care Center ◽  
Educational Work ◽  
Day Care Centers ◽  
Teenage Girls ◽  
Film Reviews

This article reveals education opportunities at Children’s Day Care Centers on purpose to strengthen responsible participation of teenage girls in online social networks (OSN). On purpose to reveal the opportunities of educating responsibility in online social networks among teenage girls, qualitative research access has been applied. 16 specialists from different Children’s Day Centers of Lithuania have participated in the interview. Analysis data revealed that Child day care center specialists in order to ensure teenagers’ safety in social networking sites apply various educational methods: individual talks, rules for the use of social networking sites, organize group activities, discussions, film reviews, have conversations with parents. Active online participation of teenage girls, their inability to assess threats posed by social networks increase their vulnerability involving the risk of privacy, communication and information content. Girls’ safety in social networking sites becomes an incentive to help them become responsible users of social networking sites. Data analysis revealed that girls’ responsibility in social networks could be increased by systematic and consistent educational work, combining all the three components of responsibility (knowledge, abilities and values), based on the dialogue principle and quality institutional cooperation.

scholarly journals Online social networks-based qualitative research to identify patient-relevant concepts in chronic lymphocytic leukemia

2014 ◽  
Vol 17 (3) ◽  
pp. A196 ◽  
Author(s):  
K.P. McCarrier ◽  
S. Bull ◽  
K.F. Simacek ◽  
P. Wicks ◽  
R.F. Pierson ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Social Networks ◽  
Chronic Lymphocytic Leukemia ◽  
Online Social Networks ◽  
Lymphocytic Leukemia

Learning Conversation and Shared Network Leadership

2010 ◽  
Vol 9 (4) ◽  
pp. 181-194 ◽  
Author(s):  
Jürgen Weibler ◽  
Sigrid Rohn-Endres
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Social Network ◽  
Interorganizational Networks ◽  
Original Network ◽  
High Quality ◽  
Qualitative Research Design ◽  
Collective Processes ◽  
Shared Network ◽  
Practical Implications

This paper develops an understanding of how shared leadership emerges in social network interactions. On the basis of a qualitative research design (grounded theory methodology – GTM) our study in two interorganizational networks offers insights into the interplay between structures, individuals, and the collective for the emergence of shared network leadership (SNL). The network-specific Gestalt of SNL appears as a pattern of collective and individual leadership activities unified under the roof of a highly developed learning conversation. More importantly, our findings support the idea that individual network leadership would not emerge without embeddedness in certain high-quality collective processes of relating and dialogue. Both theoretical and practical implications of this original network leadership perspective are discussed.

Analysis of User Interactions in Online Social Networks

2011 ◽  
Author(s):  
Seokchan Yun ◽  
Heungseok Do ◽  
Jinuk Jung ◽  
Song Mina ◽  
Namgoong Hyun ◽  
...  
Keyword(s):  
Social Networks ◽  
Online Social Networks ◽  
User Interactions
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