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Correction to: Education and Information Technologies (2022)
In the Methods section of the original version:
Previous version: This study adopted an ethnographic approach for the ongoing and retrospective assessment of team communication, inspired by the notions of thick participation (Geertz, 1973) and thick descriptions (Cameron & Panović, 2014). Thick participation describes the researchers’ role when they immerse themselves into the context they study. A thick description is an ample reporting of the phenomena observed, often including an intospective reflection of the researcher. In this project, the team members were both researchers and informants who contributed to the meta-assessment with individual perspectives on team communication.
New version:
This study adopted an ethnographic approach for the ongoing and retrospective assessment of team communication, inspired by the notions of thick description (Geertz, 1973) and thick participation (Sarangi, 2005). A thick description is an ample reporting of the phenomena observed, often including an introspective reflection of the researcher. Thick participation describes the researchers’ role when they immerse themselves into the context they study. In this project, the team members were both researchers and informants who contributed to the meta-assessment with individual perspectives on team communication, based on field notes and team discussions.
In the Analysis section of the original version:
Previous version: The ethnographic approach of thick participation, (Geertz, 1973),
New version:
The ethnographic approach of thick description (Geertz, 1973),
In the section called Developing a conceptual framework of the original version:
With dialogic perspective on language, learning, and communication serving as points of departure
New version:
With a dialogic perspective on language, learning, and communication serving as a point of departure
In Table 2, the shadings were missing.
The original version has been corrected.
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Gilstad, H., Skogen, M., Toussaint, P. et al. Correction to: Negotiating scientific knowledge in the development of an eHealth MOOC. Educ Inf Technol 28, 6191–6192 (2023). https://doi.org/10.1007/s10639-022-11307-x
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DOI: https://doi.org/10.1007/s10639-022-11307-x