Adolescents’ activities online and how their notions of learning shape strategies and expectation
Wednesday, March 9 11:30 AM-12:00 PM
This paper reports on a case study of adolescents’ experiences online. Specifically this study sought to explore adolescents’ typical Internet use and understand how adolescents’ notions of learning impacted their use of self-regulated learning strategies online. Interview data was collected from 13 adolescent participants and their parents and was coded using grounded theory analysis (Glaser and Strauss, 1967) and the constant comparative method. Analysis indicates that participants’ Internet use is highly dynamic and not easily categorized. Additionally, results suggested that adolescents’ notions and understanding of learning influenced their computer and Internet use. Participants reported differential computer use based on the specific task (academic or informal) and held differing expectations for possible and intended outcomes. Implications for findings are discussed as well as necessary next steps and future directions.