An exploration of the potential for analytic autonetnography as an
      emerging eResearch methodology, to examine my networked learning teaching
      praxis
Creators: name: Howard, Lyz
Publisher: name: Lancaster University
Year: 2018
Subjects: Autonetnography
netnography
Networked learning
Networked learning teaching praxis
online teacher professional development

description: Presented using performative writing in the form of an autonetnographic
      monograph, this research explores how analytic autonetnography (aANG), as
      an emerging eResearch methodology, might contribute to the field of
      networked learning (NL). As an experienced face-to-face teacher, yet
      neophyte online teacher, an examination of the literature to determine the
      key roles, attributes and characteristics of the online teacher
      highlighted a developmental chasm between doing online teaching and being
      an online teacher. With the intention to shift spaces from the classroom
      to online teaching, geographic and professional isolation from others’
      teaching in the field of NL, and a desire to extend from practice towards
      praxis caused me to examine my own networked learning teaching praxis
      (NLTP). 
      
      Despite evidence reporting the potential for autonetnography as an
      eResearch methodology, there is a dearth of literature that goes beyond
      introducing the theoretical application of autonetnography to any
      digitally-mediated field. A theoretical model for aANG, is conceptualised
      by undertaking a meta-synthesis of autoethnographic methodologies and
      research papers alluding to the concept of autonetnography. The aANG
      theoretical model is employed to situate my NLTP, consider the impact my
      online interactions had on student interaction and group cohesion, and
      inform my professional development as an online teacher. A mixed methods
      case-study examines my own practice in teaching online for five weeks.
      Data sources included reflective blogs, reflexive interviews, situational
      analysis, social network analysis, timeline, culturegram, group cohesion
      and directed content analysis. Three themes became apparent: fragile
      self-belief, promoting learner autonomy, and (re)positioning my NLTP. To
      ensure my aANG findings were credible and trustworthy, theoretical
      analysis of my findings were compared with peer-reviewed literature. 
      
      Whilst the aANG theoretical model was developed specifically to meet my
      own needs, reflection on its use unearthed similarities between what I
      experienced and the transformative dimensions of adult learning. I
      recognised that it was feasible to adapt my aANG model for application to
      any digitally-mediated field where an examination of one’s own practice is
      chosen. To afford a more generic approach, an as yet untested
      autonetnography (ANG) model is proposed, that incorporates the
      transformational aspects of professional development.
      
      This thesis contributes to the body of knowledge through (1) adding to the
      literature/knowledge with a case study of my own NLTP, which may be of
      value to other online practitioners, (2) adding to the literature and
      understanding of aANG as a new methodology, and (3) developing the ANG
      methodology as a contribution to practice, which online practitioners
      might use, amend, revise or apply to other digital fields.