At Home with Students – Observing Online and Offline Contexts

People around the globe now regularly interact with family and friends through social network sites (SNSs). In this article, we investigated the differences between social interactions in online and offline contexts as well as users' satisfaction with the social support received in these contexts. It was hypothesized that SNSs are better set up for the task of leveraging informational support but that they are inferior to offline contexts in terms of emotional or instrumental support. We further assumed that users might feel similarly satisfied with how support is rendered online and offline but that only social support transacted in offline contexts would contribute to overall life satisfaction. All hypotheses were supported by longitudinal data (N = 327) that were used to investigate social support over the course of 2 years with 4 points of measurement.

The role of attachment in shaping psychosocial processes has been studied extensively in the offline context, but little is known about parallel online processes. This study examined whether associations between attachment anxiety and responses to potentially negative partner behaviours (presented using vignette methodology) would be moderated as a function of whether hypothetical scenarios occur in online (face-to-face) or offline (social media) contexts. A total of 267 participants completed a measure of adult attachment (RAAS), and a relationship events questionnaire (R-REQ), in which participants rated their psychosocial responses to potentially distressing partner behaviours featured in online and offline scenarios (median age: 21 years; 81% female). Positive associations between attachment anxiety and cognitive, emotional, behavioural responses were seen across contexts; however, associations with emotional and behavioural (but not cognitive) responses were moderated by context, such that they were amplified in distress-matched online scenarios. These results suggest that social media represents a distinct context, with implications for computer-mediated communication and wellbeing links.

Young people’s use of mobile phones and access to the Internet have increased dramatically in the last decade, especially among those aged 9–15 years. Young people now rely on information and communication technologies for a considerable proportion of their social interaction, which can potentially have both positive and negative effects on their social and emotional well-being. Of particular concern is the extent to which ICT provides opportunities for cyberbullying. This chapter provides an overview of these issues, before reviewing research suggesting that positive social and emotional learning opportunities could enhance D. Cross (*) Telethon Kids Institute, University of Western Australia, Perth, WA, Australia Child Health Promotion Research Centre, Edith Cowan University, Perth, WA, Australia e-mail: d.cross@ecu.edu.au A. Barnes Telethon Kids Institute, University of Western Australia, Perth, WA, Australia e-mail: amy.barnes@telethonkids.org.au This chapter: # Crown Copyright 2015 Published by Springer Science+Business Media Singapore. All rights reserved. J. Wyn, H. Cahill (eds.), Handbook of Children and Youth Studies, DOI 10.1007/978-981-4451-15-4_14 115 young people’s online and offline relationships, as well as their academic performance. Among young people, supportive relationships with peers, parents, and teachers are associated with less bullying perpetration and victimization, fewer psychological health problems, and more effective coping strategies and with positive academic performance and positive social/emotional adjustment. Finally, this chapter highlights the importance of whole-community approaches to enhancing young people’s social and emotional skills and to address negative online behaviors. Findings from a large-group randomized controlled trial addressing these issues, the Cyber Friendly Schools Project, are discussed. This study identified whole-school policy and practices that appear to enhance young people’s online and offline peer relationships and well-being.

Pedagogi dialogis memfasilitasi proses berpikir bersama dalam pembelajaran matematika, namun dinamika agensi epistemik pada moda daring dan luring masih jarang dipahami secara mendalam. Penelitian ini menelusuri bagaimana agensi epistemik memengaruhi komunikasi matematis pada dua kelas dialogis yang melibatkan 55 mahasiswa Pendidikan Matematika UIN Siber Syekh Nurjati Cirebon. Melalui desain mixed methods eksplanatori, tahap kuantitatif menilai perbedaan capaian komunikasi, sementara tahap kualitatif menggambarkan pengalaman mahasiswa melalui wawancara dan observasi kelas. Hasil menunjukkan bahwa kelas luring mencapai kinerja komunikasi lebih tinggi, sementara pola capaian komunikasi berbeda secara deskriptif di sepanjang tingkat agensi epistemik. Data kualitatif memperlihatkan bahwa interaksi tatap muka memberi ruang bagi inisiatif spontan, penilaian sejawat yang lebih kaya, serta alur diskusi yang lebih fleksibel. Sebaliknya, interaksi daring cenderung membatasi partisipasi. Temuan ini menunjukkan bahwa agensi epistemik tidak hanya hadir dalam proses dialogis, tetapi juga berkelindan dengan capaian komunikasi, dengan implikasi bagi rancangan pembelajaran dialogis yang lebih adil. Dialogic pedagogy provides a foundation for cultivating reasoning and communication in mathematics; however, the emergence of epistemic agency across learning modalities remains underexplored. This study investigated how epistemic agency relates to mathematical communication in online and offline dialogic settings, employing an explanatory sequential mixed-methods design with 55 mathematics education students at UIN Syekh Nurjati Cirebon. The quantitative phase employed a quasi-experimental approach supported by validated instruments, while the qualitative phase drew on interviews and classroom observations. The results indicate that offline learning produced higher communication performance, with descriptive differences in communication patterns observed across levels of epistemic agency. Qualitative evidence illustrated how offline interaction encouraged initiative, appraisal, framing, and shared involvement, whereas online environments tended to constrain these expressions. The study highlights distinct enactments of epistemic agency across modalities and their implications for dialogic mathematics instruction.

Early adolescents spend a lot of time online, yet little is currently known about the links between parental rule-setting, adolescent disclosure about online activities, and whether social anxiety may interfere with these processes. Using a longitudinal sample of 526 adolescents (269 girls; Mage = 14.00) and their parents (79% mothers, Mage = 43.66), the results from the current study showed low correspondence between parental knowledge, adolescent disclosure, as well as parents’ and adolescents’ ratings of parental legitimacy to set boundaries about online activities. High social anxiety interacted with high adolescent-rated parental rule-setting in predicting the least disclosure about chatting with strangers and posting online content over time. Also, high social anxiety interacted with low parent-rated control to predict more adolescent disclosure about chatting with strangers and money spent online over time. Thus, social anxiety and parental rule-setting moderated the links between disclosure and knowledge for some early adolescent online activities. Our results conflict with the value typically placed on parental rule-setting in online contexts, at least for socially anxious adolescents.

Background: Violence against children (VAC) in Uganda is recognized as an urgent dilemma; however, most research has been quantitatively oriented and has seldom involved children in the research process. Objective: We discuss what we learned about child participation in the research process as a means of informing ethical praxis in future child- and youth-led research initiatives. As an overarching aim of this paper, we utilize our engagement with YPAR as a springboard to reflect on methodological best practices for VAC research that involve children themselves as part of a movement to democratize the research process. Participants and Setting: The study includes street-connected children (40), sexually exploited children (19) and domestic workers (34) in Kampala. Methods: The YPAR team led participant observation, 52 semi-structured life history interviews, 31 auto-photographic exercises, and 4 focus groups. All data collection, analysis and dissemination activities were led by the YPAR team including four Ugandan street-connected youth between the ages of 16–25 and two Ugandan university-trained youth researchers. Results: The results are framed as a methodological reflection regarding the complexities and transformative potential of including children as researchers in the framework of YPAR. Conclusions: We urge scholars to create spaces for sustainable YPAR movements, both in academic and policy arenas, and to design participatory initiatives that prioritize knowledge produced by and for the improvement of children’s lives globally. We encourage challenging traditional, extractive research practices through participatory approaches that carve out spaces for child participation in research.

High levels of self-disclosure on different Social Media platforms are part of our everyday lives nowadays. Users tend to share detailed information about their personal lives willingly while often underestimating its negative consequences. Previous studies emphasize the complexity of the processes of online self-disclosure. Our aim with this current research is to examine how online self-disclosure is influenced by different psychological factors: the attitude towards the value of the users’ own data, perceived control over personal information and perceived risks associated with sharing on Social Media, with a multimethod study. In Study 1, a qualitative approach was introduced (N = 37), in Study 2, we conducted an online survey on a representative sample (N = 1597). In Study 1, we found that participants often underestimate the value of their own personal data and its usability by others. This (incorrect) interpretation gives them an increased sense of confidence about the security of their personal data in online contexts and facilitates them to share personal information on Social Media. In line with this, in Study 2 we found that the more the participants engage in self-disclosure on Social Media, the less risky they perceive their online activity. This suggests, the importance of sharing may overwrite the risks of sharing. Our results also show that higher engagement in online self-disclosure comes with a higher sense of control, which in turn decreases risk perception on Social Media sites. In sum, processes of self-disclosure on Social Media are influenced by not just the users’ sense of control and risk perception but their perceptions towards the value of their own personal data.

In an ethnographic study in online trade at the financial market, different forms of inequalities in client-broker/business relations have been found. It takes expression in for example design of technology, control of and access to information, competence and misuse of trust. Trust is at the center of concern, since that is crucial both to success and a risk for being taken advantage of. This relates to power between actors, responsibilities and accountability. This is where records role as evidence of human acts and conducts have a central role, both in relation to regulation and business ethics. As established structures for ensuring rights and obligations throughout societies are challenged by digitalization and globalization, this has to be recreated in the online context. The article conclude that both regulation and ethics are crucial in forming common values, behaviours and understanding of trust. If not, trust is easily violated which set people in trouble. In order to ensure trust, accountability is an important factor to consider, as well as informal means for ensuring fair behaviours that promotes the building and maintenance of trust among actors. As the technological development challenge processes and means for trust and accountability, new tools ought to be developed. As well as people-related aspects at both personal, business and societal level have to be considered.

Who is sensitising whom? A participatory interview guide development as an awareness tool within a health care research project

Feminist researchers have acknowledged that racial differences between researcher and researched impact on the research process; however, there has been little concern with how “race” is actually made in/through the research process. If we think “race” as performative and as always in the process of being made then this theoretical claim has crucial implications for research encounters. In this article the author draws on her own research, which focuses on processes of racialization. This ethnographic study was conducted in two lesbian bars in the North West of England. The article illustrates different ways of how “race,” in particular Whiteness, operated during the research process. The author critically reflects on her role in “race making” during this process and highlights the importance of acknowledging that researchers are also complicit in this making when doing research where “race” is not the central focus.

The analysis of service quality in an online context has become a popular research activity. In this paper the research process of an empirical study in this area is described. At the time of writing, the survey instrument, E-S-QUAL, had not been utilised in Ireland, and as far as we know has been used very little internationally. Following a brief literature review, we describe our research process and methodology in some detail, and outline the initial stages of the data analysis. Concluding remarks summarise the research to date and indicate the potential for future research in this area.

Traditional face‐to‐face learning and teaching methodologies are currently being replaced or combined by virtual and digital campuses. In fact, a variety of online activities are available for virtual classrooms, becoming more interactive and creative teaching strategies. Among them, H5P is a free and open source platform that allows the creation of interactive content to be embedded in virtual campuses. This paper presents a comparison between traditional online and interactive H5P activities. The case study was carried out on the Wind Energy subject, within the MSc in Renewable Energies, assessing the impact on students and teachers through different indicators. The mean score of students who participated in the traditional online activity was 7.4/10, slightly lower than that of students who participated in the interactive H5P activity, which was 8.4/10. Actually, the statistical analysis showed that the proposed interactive H5P activity did not present a significant improvement on the average grade, in comparison to the traditional online activity. In terms of the students' perception, 75% found the interactive H5P activity easy to do, and 55% felt more motivated compared to traditional online activities. Moreover, teachers pointed out that the activity positively influenced students in terms of participation and motivation. These results confirm that the digital environment is here to stay, combined with other activities to fulfill all the skills and competences to be achieved.

The article reflects on the experience of conducting participatory research with all-male premarital stag tour groups in Krakow, Poland. The research therefore concerns the performative and embodied aspects of hegemonic male behaviour that are encouraged and enacted by the British men who take part in such tours. Vital to the process of gaining an ethnographic insight into the highly gendered leisure spaces of the stag tourism phenomenon was a willingness to centre sensory, emotional and embodied data in the research process. Methodological reflections, therefore, recall the effects of conducting research in a setting mediated by the consumption of alcohol and collective drunkenness and pervaded with sensory (the thump of nightclub bass speakers, the drunken cheers of stag group participants, the smell of vodka) and emotive (feelings of elation, amusement and disgust) stimuli. Particular importance can be given to the benefit of mutual ‘common-sense’ experiences in building rapport between researchers and their participants. Such insights are of considerable epistemological value. In closing the article it is suggested that learning to recognise and work with such aspects of the research process is vital in developing effective research competencies.

PurposeThis article presents fieldwork perspectives and research reflexivity gained from the cross-national research team, with the aim of promoting better qualitative research practices in transnational research. It focuses on how the team incorporates diverse cultural perspectives and insider and outsider roles to enhance the research in the data collection process.Design/methodology/approachThis article is drawn from the authors' qualitative research with 25 Japanese retirees in Thailand, addressing cultural challenges encountered by researchers in the cross-national team when conducting field research.FindingsOur findings indicate that researchers with an emic view in the cross-national team who shared nationality and cultural background as the participants facilitated an effective recruitment process and productive collaboration in data gathering. They also served as cultural brokers, tailoring smooth communication during interviews on certain cultures, participant traits and sensitive issues. On the other hand, the outsiders helped the team uncover more transnational issues that the insiders had overlooked. Additionally, combining emic and etic perspectives helps to avoid ethnocentric narratives or purely etic and emic conclusions.Originality/valueThis article addresses a gap in the methodological reflections in transnational research that remains largely overlooked. Our reflection highlights the advantages of cross-national teams, which include researchers from emigration and immigration countries. Their status and roles as insiders and outsiders significantly facilitate a positive impact on the research process and increase the extent of investigating the complex cultural dynamics of transnational practices. The incorporation of emic and etic perspectives is suggested in the methodological approach for transnational migration research.

Many organizations have to adapt to the speed of digital transformation era, namely to accommodate this rapid change. As for educational organization, technologies could support learning, information searching, communication between learners and teachers. It is an important tool to change the learning method from traditional approach that occurs only within the university to online learning that is unlimited to places and times, as a virtual classroom. Especially during the COVID-19 pandemic in the past, many countries have adopted technology to use in teaching and learning. This paper presents a virtual classroom model with Task-Technology Fit to assess the acceptance of the use of appropriate technology in teaching and learning and consider the social influence factors affecting online learning style as well.