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dc.contributor.authorBarnes, Naomi
dc.contributor.authorPenn-Edwards, Sorrel
dc.contributor.authorSim, Cheryl
dc.date.accessioned2018-12-14T06:12:33Z
dc.date.available2018-12-14T06:12:33Z
dc.date.issued2015
dc.identifier.issn1380-3611
dc.identifier.doi10.1080/13803611.2015.1024429
dc.identifier.urihttp://hdl.handle.net/10072/88977
dc.description.abstractFacebook status updates provided the data for a study about the transition learning experiences of 1st-year university students. Strict ethical guidelines were proposed by the PhD researcher from the outset of the study. Anonymity was considered important for the approved ethical clearance for both the university and the participants. Phenomenography was adopted and adapted for the study because it both conceptually and methodologically managed anonymity as well as questions of authenticity. An ethical dilemma arose during the research because the archival parameters were expanded by the researcher to allow the collection of data from the participants' network. Questions of consent in an online space and how to report findings, which included data from people unaware of their involvement in the research, needed to be considered.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeNetherlands
dc.relation.ispartofpagefrom109
dc.relation.ispartofpageto121
dc.relation.ispartofissue2
dc.relation.ispartofjournalEducational Research and Evaluation
dc.relation.ispartofvolume21
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchOther education not elsewhere classified
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode399999
dc.titleA dialogic about using Facebook status updates for education research: a PhD student's journey
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorPenn-Edwards, Sorrel


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