Personal Communities: The World According to Me

Chua, Vincent; Madej, Julia; Wellman, Barry

doi:10.4135/9781446294413.n8

Cited by 44 publications

(46 citation statements)

References 72 publications

(115 reference statements)

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“…As Chua, Madej and Wellman (2011) put it: "The power of knowledge is no longer the monopoly of professionals" (p. 112) since everyone can do their own research online. Lanskhaer & Knobel (2006) explain that expertise and authority are distributed and collectively produced and consumed.…”

Section: Online Learning Opportunities In the Twenty-first Centurymentioning

confidence: 99%

“…Persons might for example form an online community in which they articulate or strengthen a common identity (e.g., Moroccans living in the Netherlands), or they form a community to discuss shared interests, like motorcycling or an online videogame (interest-driven participation) (Ito et al, 2008;Van den Boomen, 2000). The possibility to enter new networks and to access information regardless of one's physical location makes that socialization and learning are no longer restricted to a person's residence (Chua et al, 2011;Hung et al, 2012).…”

Section: Online Learning Opportunities In the Twenty-first Centurymentioning

confidence: 99%

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What Online Networks Offer: Online Network Compositions and Online Learning Experiences of Three Ethnic Groups

Lecluijze

Haan

Ünlüsoy

2015

IJHE

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This exploratory study examines ethno-cultural diversity in youth´s narratives regarding their online learning experiences while also investigating how these narratives can be understood from the analysis of their online network structure and composition. Based on ego-network data of 79 respondents this study compared the characteristics of the online social networks of native Dutch, Moroccan-Dutch, and Turkish-Dutch youth. Subsequently, thirty interviews were analyzed to compare youth's narratives regarding two aspects typically associated with 21th century online learning: 'individual online exploration', and 'participation, collaboration and exchange of information in online communities'. The results show that the three ethnic groups significantly differ regarding their online network composition. Youth's narratives also reveal that their online learning experiences are ethno-specific. Youth differ regarding the nature of online communities in which they search for information, make new contacts and distribute their own media creations. For example, Turkish-Dutch youth primarily engage in their own ethnic transnational networks to find information and to share media content, whereas Moroccan-Dutch youth seem more open to develop new contacts and to search for information outside of their familiar network. It is suggested that these ethno-specific narratives can be understood as resonating specific network configurations.

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Section: Online Learning Opportunities In the Twenty-first Centurymentioning

confidence: 99%

Section: Online Learning Opportunities In the Twenty-first Centurymentioning

confidence: 99%

What Online Networks Offer: Online Network Compositions and Online Learning Experiences of Three Ethnic Groups

Lecluijze

Haan

Ünlüsoy

2015

IJHE

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“…Mindkét módszer elsődleges célja, hogy az egyéni kapcsolatrendszer társas támogatását és a kapcsolatok által elér-hető erőforrásokat próbálja feltárni. A két módszer között azonban fontos metodológia és teoretikus különbségek vannak (Chua-Madej-Wellman, 2009). A névgenerátor és a pozíciógenerátor mellett az erőforrás generátort kell még meg- 1 Nyíregyháza Megyei Jogú Város Polgármesteri Hivatal Szociális Osztálya és a Debreceni Egyetem Egészségügyi Kar Alkalmazott Társadalomtudományi Tanszéke által 2008-ban indított kutatássorozat célja a városban élők életminőségének panelszerű vizsgálata.…”

Section: Alkalmazott Adatgyűjtési Módszerekről áLtalábanunclassified

“…akitől kölcsön tud kérni adott esetben egy nagyobb ösz-szeget, vagy akitől tanácsot kér munkával kapcsolatos döntésben (Fischer, 1982a). A tapasztalatok szerint ez utóbbi megközelítés több nevet tár fel, mint az első típusú, viszont kimaradnak az olyan kapcsolatok, akik nem nyújtanak társas támogatást (Chua-Madej-Wellman, 2009). Ezek az alkalmazási módok az egyéni networknek az ún.…”

Section: A Névgenerátorunclassified

“…a Granovetter által használt névgenerátor, mely tartalmazott egy olyan kérdést (munkahelykeresés), mely a gyengébb, de fontos kapcsolatokat is feltárta (Granovetter, 1973(Granovetter, , 1974(Granovetter, , 1982. Az általában alkalmazott névgenerátorok afelé tendálnak, hogy szinte csak az erős kötések feltárására törekszenek (Chua-Madej-Wellman, 2009).…”

Section: A Névgenerátorunclassified

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Két módszer, egy minta. Az egocentrikus kapcsolati háló vizsgálata névgenerátorral és network napló módszerrel

2013

AMS

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Abstract. We have known many methods to measure ego-centred network. All applied methods have advantages and disadvantages, strong and weak points. In this study I deal with one of the most often applied method, name generator and an alternative data collecting method that is used rarely even internationally, contact diary. In Hungary Róbert Angelusz and me developed and tested this method. In this paper I examined the network size and composition which were measured by name generator and contact diary in the same sample.

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Social autonomy ≠ social empowerment: The social self‐restriction model

Wallace

McIntyre

2021

J Theo Social Psycho

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This paper introduces the social self-restriction (SSR) model, which highlights a drawback associated with the increasingly accessible privilege of social autonomy. Social autonomy enables individuals to connect with preferred social partners and avoid undesirable others. The benefits of social autonomy are undeniable; however, the SSR model makes the novel assertion that people tend to exercise social autonomy in ways that ultimately constrain their potential for social empowerment-a higherorder form of personal freedom. Attaining the ideal of high social empowerment requires both high social autonomy and high social adaptability. People with high social adaptability can feel reasonably comfortable and act competently in social environments they did not choose to inhabit. Unfortunately, people with high social autonomy are unlikely to possess high social adaptability. We propose that social autonomy undermines social adaptability by tempting people to avoid social challenges and socialize selectively with similar others in familiar contexts, a habit that limits social skill development, promotes social intolerance, and distorts social perceptions.In essence, we argue that social autonomy allows people to live in their social comfort zones, at the cost of restricting their social range. Our discussion of the SSR model incorporates evidence and perspectives from a broad range of academic disciplines, and includes consideration of opportunities for future research.

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Personal Communities: The World According to Me

Cited by 44 publications

References 72 publications

What Online Networks Offer: Online Network Compositions and Online Learning Experiences of Three Ethnic Groups

What Online Networks Offer: Online Network Compositions and Online Learning Experiences of Three Ethnic Groups

Két módszer, egy minta. Az egocentrikus kapcsolati háló vizsgálata névgenerátorral és network napló módszerrel

Social autonomy ≠ social empowerment: The social self‐restriction model

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