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Cyber-Ethnography: The Emerging Research Approach for 21st Century Research Investigation

Cyber-Ethnography: The Emerging Research Approach for 21st Century Research Investigation

Elizabeth Keeley-Browne
Copyright: © 2011 |
ISBN13: 9781609600464|ISBN10: 1609600460|EISBN13: 9781609600471
DOI: 10.4018/978-1-60960-046-4.ch017
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MLA

Keeley-Browne, Elizabeth. "Cyber-Ethnography: The Emerging Research Approach for 21st Century Research Investigation." Handbook of Research on Transformative Online Education and Liberation: Models for Social Equality, edited by Gulsun Kurubacak and T. Volkan Yuzer, IGI Global, 2011, pp. 330-238. https://doi.org/10.4018/978-1-60960-046-4.ch017

APA

Keeley-Browne, E. (2011). Cyber-Ethnography: The Emerging Research Approach for 21st Century Research Investigation. In G. Kurubacak & T. Yuzer (Eds.), Handbook of Research on Transformative Online Education and Liberation: Models for Social Equality (pp. 330-238). IGI Global. https://doi.org/10.4018/978-1-60960-046-4.ch017

Chicago

Keeley-Browne, Elizabeth. "Cyber-Ethnography: The Emerging Research Approach for 21st Century Research Investigation." In Handbook of Research on Transformative Online Education and Liberation: Models for Social Equality, edited by Gulsun Kurubacak and T. Volkan Yuzer, 330-238. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-046-4.ch017

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Abstract

As the use of technology in teaching and learning grows at a pace a new research approach is gaining in popularity among student researchers and academics. This article describes the development of cyber-ethnography as a research tool, identifies its use as a research method and provides summary to a research project that examines interaction between lecturers and learners engaged on a Masters degree in Education delivered on-line. Drawing on the benefits provided by cyber-ethnography as a research tool, new perspectives on the student learning experience are identified and explored. The research provides insight into the experience of staff and students alike. The course specific research findings are discussed and the process of researching in virtual space is evaluated. The findings identify advantages to the learner when asynchronous communication provides time for reflection and considered response. Further advantages are identified in the opportunity to consult across the globe on issues of practice. The creation of communities of personal support networks that reach beyond the considerations of the course are identified and assessed. Disadvantages are identified with the technology itself and associated issues of access, equity and support. Recommendations arising from the research are for greater focus on the role of the tutor in virtual learning situations with consideration given to the time commitment required of lecturing staff. Evaluation of the research methodology highlights the need for a clearer definition of cyber ethnography, greater understanding of the social worlds inhabited in cyberspace and a code of practice for those researching on the net.

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