東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Case Study of Learning and Instructi...

Gilmore, Heather.

Linked to FindBook

Google Book

Amazon

博客來

Case Study of Learning and Instruction for Members of an Online Reflex Sympathetic Dystrophy Support Group.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Case Study of Learning and Instruction for Members of an Online Reflex Sympathetic Dystrophy Support Group./
Author:	Gilmore, Heather.
Description:	164 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3746447
ISBN:	9781339398457

Case Study of Learning and Instruction for Members of an Online Reflex Sympathetic Dystrophy Support Group.
Gilmore, Heather.

Case Study of Learning and Instruction for Members of an Online Reflex Sympathetic Dystrophy Support Group. - 164 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ph.D.)--Walden University, 2016.

Research has shown that individual members of traditional support groups gain a sense of identity and community and feelings of respect and support. Online support groups provide individuals avenues to find medical information and thus learn more about a given condition or illness. Little has been studied about the learning and instruction that occurs in online social support groups, especially in groups about chronic pain. The purpose of this qualitative case study was to explore the perceptions and experiences of members who participated in one open social support group. Siemen's constructivism theory served as the basis for comprehending the learning and instruction that took place in this group, and the research questions focused on the support group members' perceptions of this learning and instruction. Data were collected from 10 individuals who participated in a Facebook Reflex Sympathetic Dystrophy support group. Yin's case study framework provided additional support data analysis. Data were collected through individual, semistructured telephone interviews and observations of online discussions. A combination of open and axial coding was used to support content analysis. Themes identified were learning, knowledge, persuasion, and acceptance of underlying negativity. Online social support group participation involved shared experiences that facilitated learning and instruction; these findings could influence the structures of other support groups. Positive social change occurs when individuals are knowledgeable and well educated about social support groups because it is in these groups that trends, issues, and new information are learned. Informal learning occurs with the increased digital skills, especially within a person's virtual support networks.

ISBN: 9781339398457Subjects--Topical Terms:

517670
Educational technology.

Case Study of Learning and Instruction for Members of an Online Reflex Sympathetic Dystrophy Support Group.
LDR:02744nmm a2200301 4500 001 2115955
005 20170417071259.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339398457
035 $a (MiAaPQ)AAI3746447
035 $a AAI3746447
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gilmore, Heather. $3 3277629
245 1 0 $a Case Study of Learning and Instruction for Members of an Online Reflex Sympathetic Dystrophy Support Group.
300 $a 164 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Advisers: Heather Pederson; Cheri Toledo.
502 $a Thesis (Ph.D.)--Walden University, 2016.
520 $a Research has shown that individual members of traditional support groups gain a sense of identity and community and feelings of respect and support. Online support groups provide individuals avenues to find medical information and thus learn more about a given condition or illness. Little has been studied about the learning and instruction that occurs in online social support groups, especially in groups about chronic pain. The purpose of this qualitative case study was to explore the perceptions and experiences of members who participated in one open social support group. Siemen's constructivism theory served as the basis for comprehending the learning and instruction that took place in this group, and the research questions focused on the support group members' perceptions of this learning and instruction. Data were collected from 10 individuals who participated in a Facebook Reflex Sympathetic Dystrophy support group. Yin's case study framework provided additional support data analysis. Data were collected through individual, semistructured telephone interviews and observations of online discussions. A combination of open and axial coding was used to support content analysis. Themes identified were learning, knowledge, persuasion, and acceptance of underlying negativity. Online social support group participation involved shared experiences that facilitated learning and instruction; these findings could influence the structures of other support groups. Positive social change occurs when individuals are knowledgeable and well educated about social support groups because it is in these groups that trends, issues, and new information are learned. Informal learning occurs with the increased digital skills, especially within a person's virtual support networks.
590 $a School code: 0543.
650 4 $a Educational technology. $3 517670
650 4 $a Web studies. $3 2122754
650 4 $a Medicine. $3 641104
650 4 $a Health care management. $3 2122906
690 $a 0710
690 $a 0646
690 $a 0564
690 $a 0769
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 77-05A(E).
790 $a 0543
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3746447