Informed Grounded Theory: A Symbiosis of Philosophy, Methodology, and Art

Autor/inn/en	Themelis, Chryssa; Sime, Julie-Ann; Thornberg, Robert
Titel	Informed Grounded Theory: A Symbiosis of Philosophy, Methodology, and Art
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 7, S.1086-1099 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Themelis, Chryssa) ORCID (Sime, Julie-Ann) ORCID (Thornberg, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2115135
Schlagwörter	Grounded Theory; Synchronous Communication; Computer Mediated Communication; Video Technology; Distance Education; Videoconferencing; Communities of Practice; Case Studies; Story Telling; Philosophy + Suchen Sie Ihr Suchwort? Computerkonferenz; Distance study; Distance learning; Fernunterricht; Community; Case study; Fallstudie; Case Study; Philosophie
Abstract	The methodological paper illustrates the "informed grounded theory (informed GT) methodology" by briefly demonstrating a case study about synchronous video communications and teacher presence in distance education. Unlike Glaser, B. G., & Strauss, A. L. (1967). "The discovery of grounded theory." Aldine. GT, the literature review is not delayed until the end but is ongoing and integrated throughout the research activity. After the research, the literature review could revisit the theory to make the findings transferable and sustainable. The power of informed GT as a methodology is that it is heterogeneous, combining inductive, deductive, and abductive reasoning in an iterative research process with an initial and ongoing literature review. This process created the theory of tele-proximity and an explanatory model storyline. The storyline can change and improve by integrating more data and literature in the future. Deduction started with the sensitising concept of proximity found in the literature, mapping the territory, identifying criticisms, and formulating research questions. Induction was used to construct the findings from informants' perceptions to create a theoretical frame with categories that expanded on the Community of inquiry model and its concept of teacher presence. Abductive reasoning was used when plausible reasons were generated from interdisciplinary literature on the value of social cues and embodied cognition in synchronous video communications. Finally, a grounded theory of tele-proximity was constructed with the concept of tele-teacher presence. In practice, this process was messy. The main challenge was staying grounded and moving between abductive, inductive, and deductive reasoning to avoid getting stuck in crude deductions, making wild guesses during abductive reasoning, or generating explanations that were not a good fit for the data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01