Virtual Ethnography

Lenihan, Aoife; Kelly‐Holmes, Helen

doi:10.1002/9781119166283.ch17

Cited by 13 publications

(6 citation statements)

References 20 publications

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“…Virtual ethnography was chosen because it enabled a rich description of the phenomenon being studied in a virtual setting. 6 Methodologically, it is recommended that ethnographers must get familiar with their study setting before the actual ethnographic data collection. The rationale is that we cannot build relationships over a short time and assume that people will be comfortable with being observed without this preliminary field exploration.…”

Section: Methodology and Study Designmentioning

confidence: 99%

The Pediatric Percolator: a virtual meeting space where good ideas happen

Rashid

Forgie

2022

Can. Med. Ed. J

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Section: Methodology and Study Designmentioning

confidence: 99%

The Pediatric Percolator: a virtual meeting space where good ideas happen

Rashid

Forgie

2022

Can. Med. Ed. J

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“…Due to the Covid-19 pandemic, this research employed virtual approach to accommodate the needs to keep physical distance. Online data collection or virtual research has begun since the rise of netnography research at the digital era (Kulavuz-Onal, 2015;Morais et al, 2020) and other virtual research in the context of increased activities mediated by digital platform (Lenihan & Kelly-Holmes, 2015;Taguchi, 2021;Tao et al, 2017). However, the physical distancing requirements during the pandemic has heightened the need to use virtual data collection to ensure the continuation of the research while keeping both participants and researchers safe (Roberts et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Probing Indonesian Teachers’ Learning Investment in Response to Educational Disruption: A Narrative Inquiry

Mutmainnah

Silvhiany²,

Eryansyah³

2022

VELES

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Drawing upon the theoretical framework of investment and the methodological perspective of narrative inquiry, this article explores how English teachers from South Sumatra, Indonesia navigated the challenges of the sudden shift to online learning, how they positioned themselves in times of pandemic crisis professionally, and the perceived effects of their professional development participations. Data from the study include interviews, teachers’ digital artifacts, and teachers’ reflective writing. The critical incident analysis employed in this study sheds light on the challenges faced by English teachers in teaching online in the pandemic era including the unavailability of internet quota at home, teachers’ difficulties in teaching online, and the ability of teachers to adapt online teaching. Besides, the English teachers invested in continuing professional development by applying professional development activities such as; seminars, webinars, training, and workshop that were facilitated by the government and shared in the social group such as MGMP activities. Lastly, professional development was important for them since it affected their teaching online during a pandemic and their professional competency development and performance during online teaching activities. Implications are drawn out for school administration, governmental education departments, and teacher education institutions, as they need to coalesce to engage in more collaborative work to support teachers’ professional development.

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“…Virtual ethnography encompasses all of the main principles of ethnography to study online spaces, as a way of describing and observing cultures through an online context. [9][10][11][12] In virtual ethnography, the focus is on exploring shared meanings from a cultural lens, where the researchers conducting the ethnographic work use the same framework that is used when a culture is studied during a traditional ethnography. 13,14 This study design was guided by an online collaborative learning theory (OCL).…”

Section: Methodsmentioning

confidence: 99%

Exploring Virtual Teaching Approaches Among Pediatricians During the SARS-CoV-2 Pandemic: A Virtual Ethnographic Study

Rashid

Nguyen

Foulds

et al. 2022

J Contin Educ Health Prof

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Introduction:During the SARS-CoV-2 pandemic, Canadian postsecondary institutions were forced to rely on online teaching to comply with physical distancing recommendations. This sole reliance on virtual methods to deliver synchronous teaching sessions in medical education was novel. We found little empirical research examining pediatric educators' experiences. Hence, the objective of our study was to describe and gain a deeper understanding of pediatric educators' perspectives, focusing on the research question, “How is synchronous virtual teaching impacting and transforming teaching experiences of pediatricians during a pandemic?”Methods:A virtual ethnography was conducted guided by an online collaborative learning theory. This approach used both interviews and online field observations to obtain objective descriptions and subjective understandings of the participants' experiences while teaching virtually. Pediatric educators (clinical and academic faculty) from our institution were recruited using purposeful sampling and invited to participate in individual phone interviews and online teaching observations. Data were recorded and transcribed, and a thematic analysis was conducted.Results:Fifteen frontline pediatric teachers from our large Canadian research-intensive university were recruited. Four main themes, with subthemes, emerged: (1) the love/hate relationship with the virtual shift; (2) self-imposed pressure to increase virtual engagement; (3) looking back, moving forward; (4) accelerated adaptation and enhanced collaboration.Conclusion:Pediatricians adopted new delivery methods quickly and found many efficiencies and opportunities in this shift. Continued use of virtual teaching will lead to increased collaboration, enhanced student engagement strategies, and blending the advantages of virtual and face-to-face learning.

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Virtual Ethnography

Cited by 13 publications

References 20 publications

The Pediatric Percolator: a virtual meeting space where good ideas happen

The Pediatric Percolator: a virtual meeting space where good ideas happen

Probing Indonesian Teachers’ Learning Investment in Response to Educational Disruption: A Narrative Inquiry

Exploring Virtual Teaching Approaches Among Pediatricians During the SARS-CoV-2 Pandemic: A Virtual Ethnographic Study

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