Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/59399
Type of publication: Straipsnis Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or / and Scopus (S1)
Field of Science: Edukologija / Educology (S007)
Author(s): Kasperiūnienė, Judita
Title: Maintaining academic connection for collective creativity: a grounded theory of university teacher’s professional behavior in social media
Is part of: Baltic journal of modern computing [electronic resource]. Riga : University of Latvia, 2018, Vol. 6, iss. 2
Extent: p. 128-136
Date: 2018
Note: ISSN 2255-8950 (online). This research is funded by the European Social Fund according to the activity ‘Development of Competences of Scientists, other Researchers and Students through Practical Research Activities’ of Measure No. 09.3.3-LMT-K-712
Keywords: Academic connection;Collective creativity;Social media;University teacher’s professional development
Abstract: Collective creativity develops in situations where creative self-regulated adults collaborate to create product or service. In this research we supported the ideas that collective creativity could happen at the level of the group, and at the level of the self-regulated adult. The results of collective creativity are often unpredictable. Social media sites are contemporary medium for collective creativity development. Communicating, discussing, sharing and participating, self-regulated adults construct their professional identities. Although it has been researched for several years, identity construction in social media sites remains one of the main areas of scholarly investigation. Our research question was – how (if all this is happening) university teachers developed collective creativity in social media. University teachers from 5 Lithuanian universities in 2 main cities participated in the research. Research participants were engaged in 5 scientific fields: sciences, social sciences, humanities, biomedicine and technologies. We have purposefully selected such university teachers who have been involved in social media activities. Teachers used Facebook, LinkedIn and Youtube for sharing, communicating and collaborating with their students, colleagues and other self-regulated adults. For the qualitative data collection interviews were conducted. We constructed grounded theory to explore university teacher professional development in social media. Three categories: exploratory behavior, online presence, curiosity and challenge showed the process of university teacher collective creativity. Text hunting, checking text validity, sharing and networking were preconditions that lead to maintaining academic connection for collective creativity. Maintaining academic connection helped to pursue professional goals and construct professional identity. These findings contributed to understanding how the university teacher’s collective creativity developed in social
Internet: https://doi.org/10.22364/bjmc.2018.6.2.04
https://hdl.handle.net/20.500.12259/59399
https://doi.org/10.22364/bjmc.2018.6.2.04
Affiliation(s): Informatikos fakultetas
Sistemų analizės katedra
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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