ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Filtering by
- All Subjects: Educational technology
- Creators: Savenye, Wilhelmina C.
The findings revealed a core concept of a disconnect between group members and their medical community that drove participation in the online health-related social media group, as well as a substantive theory of learning to survive. A new framework for understanding online informal learning spaces in social media was developed and proposed. It was adapted from Wenger’s Community of Practice and Gee’s Affinity Spaces. Its key components include a disconnect; inherent learning processes; community and space characteristics; and types of knowledge that are encouraged and available. Findings also contributed to a better understanding of online information-seeking behaviors by introducing a new model of information-seeking within online social media groups. This model includes the stages of initiating, lurking, and browsing; requesting information; being guided by a highly knowledgeable member; reconciling; applying; and appraising. The model is a continuous cycle with entry and exit permitted at each stage based on the learner’s needs. In addition, this study’s findings demonstrate that social media spaces are a viable avenue for the transferring of experience-based knowledge.