Technological Immersion Learning: A Grounded Theory
| dc.contributor.author | Coleman, Donnie Steve | en |
| dc.contributor.committeechair | Sanders, Mark E. | en |
| dc.contributor.committeemember | Sherman, Thomas M. | en |
| dc.contributor.committeemember | Wells, John G. | en |
| dc.contributor.committeemember | Jones, Brett D. | en |
| dc.contributor.department | Teaching and Learning | en |
| dc.date.accessioned | 2017-02-25T09:00:31Z | en |
| dc.date.available | 2017-02-25T09:00:31Z | en |
| dc.date.issued | 2017-02-24 | en |
| dc.description.abstract | The Technological Immersion Learning Theory (TILT) was developed through a classic grounded theory study in the seminal tradition of Glaser and Strauss (1967) and Glaser (1978, 1992, 1998, 2001, 2007). The purpose of the study was to investigate an exemplary case of self-determined technology enthusiasts in the hopes of generating a substantive grounded theory that conceptualizes their experiences and concerns. Twelve unstructured interviews of amateur radio enthusiasts from the eastern United States provided the initial / primary data for this study. Experimenting and self-teaching in technological activities was highlighted as the main concern of the participants. The basic social process (BSP) of technological immersion learning (TIL) emerged as a theoretical construct and core variable that illuminates the experiences of individuals immersed in a community of practice, where hands-on engagement with technology is a primary activity. Adventuring, Affirmation, Doing Technology, Experimenting, Overcoming Challenge, Self-teaching, and Social Networking were properties of technological immersion learning that interact dialectically in an amplifying causal loop, with Problem solving and Designing as active sub processes in response to unmet challenges. TIL occurs cyclically in three stages, beginning with Induction, a credentialing stage wherein the neophyte is prepared with the necessary knowledge and skill to become a novice participant in an activity. The transition from Induction into the Immersion phase is a status passage whereby the novice is absorbed into the technical culture of the group and commences autonomous active participation in hands-on experimenting. Hands-on experiences with experimenting, problem solving and social interactions provide diverse learning and affirmation for the doer and multiple sources of feedback that promote sustained engagement. The transition into the Maturation phase proceeds gradually over time, with prolonged engagement and cumulative gains in knowledge, skill, and experience. Maturation is a quasi-stable state that remains responsive to new contexts as a random-walk process, wherein trigger events can initiate new cycles of technological immersion learning in a perpetually evolving process of personal development. Engagement, Empowerment, and Self-Actualization are underlying dimensions of the TIL basic social process that provide the impetus for continued persistence and personal development. | en |
| dc.description.abstractgeneral | This research was undertaken to investigate the unique phenomenon of people who successfully pursue complex technological activities as a pastime, yet may possess no formal training in their field. This example of informal learning is little charted and warranted deeper study through grounded theory research. The study was conducted utilizing the classic grounded theory method that was pioneered by Glaser and Strauss in the 1960s for the specific purpose of generating theory from empirical data. The outcome of the study was the <i>Technological Immersion Learning Theory (TILT)</i>, a new theory of learning that highlights the importance of technological activities as a foundation for transdisciplinary learning. <i>TILT</i> is an organic theory of learning rigorously grounded in data to conceptualize the latent behavior patterns of individuals immersed in a community of practice devoted to hands-on experimenting and learning through technology. The technical, social, and psychological attributes of TILT illuminate complex technological environments where sustained engagement and multidimensional feedback can promote learning and personal development. As a basis of learning, technology is intertwined with virtually every aspect of human experience, transcending the artificial boundaries of academic disciplines. <i>TILT</i> offers an empirical model for the study of technology as a foundation of education relevant for the modern technological world. | en |
| dc.description.degree | Ph. D. | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:9704 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/75155 | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | Technology Education | en |
| dc.subject | Integrative STEM Education | en |
| dc.subject | Self-directed learning | en |
| dc.subject | Autodidactism | en |
| dc.subject | Regenerative learning | en |
| dc.title | Technological Immersion Learning: A Grounded Theory | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Curriculum and Instruction | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Ph. D. | en |
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