Running Head: SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS

Self-Directed Learning among Online Graduate Students: An Analysis of Online Discussions Cindy Ann Dell Montana State University Billings

SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS Abstract

Self-regulated learning is essential for success in online classes, and self-directed learning can lead to increased levels of self-regulation and self-efficacy in online classes. A research project was conducted to analyze graduate student discussions in an online advanced human development and learning course to determine indicators of, and themes related to self-directed learning among students. Students learning about educational psychology, specifically selfregulation, discussed their own levels of self-regulation in online discussions, which were the focus of the qualitative analysis. Themes of self-directed learning as outlined by Malcolm Knowles (1975) as well as two emergent themes were noted and analyzed.

SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS Introduction

The introduction of self-directed learning (SDL) was provided by Malcolm Knowles in 1975 (Knowles, 1975) and helped shape the future of research and practice in adult education. Knowles (1975) defined self-directed learning as A process in which individuals take the initiative with or without the help of others in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes (p. 18). He explained that SDL usually takes place in association with others who can assist, such as teaching, tutors, mentors, peers and others who can assist or scaffold learning. Interaction is a key element of developing SDL in online classes. Wulff, Hanor and Bulick (2000) explain that online learning should be self-directed, but that does not mean that the learning SDL is an isolation, unconnected, self-sufficient, autonomous, or solitary approach to learning (p. 154). Instead, they explain that Interaction can be described as a process of initiating an engagement or dialogue with learning resources (human or text-based) that allows for an active role on the part of the student in constructing knowledge and participating in the evaluation of learning outcomes. Learner control (that is, the learner has the control versus others having control of the learner) can be understood as a process of reflecting on personal learning needs, formulating learning goals (in conjunction with expert faculty), and choosing and implementing appropriate and preferred learning strategies. (Wulff, Hanor and Bulick, 2000, p. 154-155.

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In the age of online teaching and learning, it is even more critical for instructors to encourage self-directed and self-regulated learning. This paper will discuss the characteristics of SDL and the results of an analysis of indicators of SDL in an online graduate level human development and learning class. Literature Review Self-directed learning relates to peers collaborating or using each other as resources for learning. Additionally, SDL, according to Knowles (1975) is a developmental process, and readiness to learn in a certain way or of a certain topic depends on a learners experience with the method or topic (Knowles, 1975). Knowles, Holton and Swanson (2012) explain that SDL can be conceived in two ways: (1) Self-teaching and (2) personal autonomy, or autodidaxy. In autodidaxy, the learner controls the goals and purpose of learning, and takes ownership for their own learning. In addition, they maintain that the degree of SDL depends on the person, the topic and the setting. A review of the literature indicates SDL is an emerging topic. Stavredes (2011) builds on Knowles (1975) and applies the concepts to online learning. He maintains that the definition of SDL is the ability to take intiative in learning and, like Knowles (1975) provides indicators of SDL, stating that the self-directedlearner is able to: 1. Diagnose their own learning needs 2. Formulate learning goals 3. Identify human and material resources for learning 4. Chose and implement appropriate learning strategies 5. Evaluate learning outcomes.

SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS

As such, Stavredes (2011) explains that SDL is situational, and can vary according to the setting, and may require more direction from the instructor in one setting than another. Also. SDL can be taught and learned. This is especially true in the online setting, which is relatively new to adult learners returning to school. Stavredes (2011) points to online discussions as being an important teaching and learning tool online. The collaboration between learners and instructors can help to develop higher level thinking skills including creative thinking, critical thinking, problem solving, the ability to take multiple perspectives, increase understanding, application, and synthesis; and change misconceptions. He explains that through writing, we being to understand more about the content. We can express what we know (Stavredes, 2011, p. 133). Verbally, we dont always have time to think and evaluate our level of knowing. During online discussions we can take the time to develop our thoughts. We can develop strategies to gain more knowledge. Through shared discourse we can discuss other points of view. Through discovery, learners can begin to question their own ideas and resolve conflicts between opposing ideas. Therefore, Stavredes (2011) recommends that in online classes instructors should allow learners to use their knowledge at the levels of analysis, synthesis and evaluation. Self-directed learning can lead to increased self-regulation, which can be essential for success in online learning (Artino, 2008). Schunk (2012) defines self-regulation as the ability to control the events that affect their lives. During self-regulation, learners activate and sustain behaviors, cognitions and affects, which as systematically oriented toward the attainment of goals (p. 123). Much like SDL, self-regulated learners engage in self-observation (or selfmonitoring) self-judgment and self-reaction in response to the goals they have set for themselves.

SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS

Artino (2008) maintains that online students can require more motivation and selfregulated to be successful online, since learning in online classes is so much more autonomous than being in a face-to-face classroom, since here is less structure, instructor guidance and social interactions between the instructor and other students. Artino offers a conceptual model to better understand self-regulation on line, which includes four interacting components: (a) contextual features of the online learning environment, (b) personal perceptions, (c) personal behaviors, and (d) various academic outcomes that result, in part, from these personal perceptions and behaviors (p. 3). In addition, Artino (2008) explains that motivation can change depending on the situation and individual goals of the student. For example, a student majoring in education may find a course in human development and learning more interesting and applicable than one who is taking the class for another reason. In other words, motivation and goals can change depending on the situation and the individual learner. Methods and Analysis Research questions 1. What indicators of self-directed learning can be seen in an analysis of discussions among graduate students taking an online class in advanced human development and learning? 2. Are there any emerging themes in self-directed learning in the analysis of discussions of self-regulated learning in an online class in advanced human development and learning? Conceptual Framework Taking the work of Knowles (1975) and Stavredes (2011) the conceptual frameword that guides the research is the indicators of SDL, stating that the self-direcgted learner is able to:

SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS 1. Diagnose their own learning needs 2. Formulate learning goals 3. Identify human resources for learning 4. Identify material resources for learning 5. Choose and implement appropriate learning strategies 6. Evaluate learning outcomes.

It should be noted that indicators 3 and 4 have been separated out from the original indicator provided by Knowles (1975), so that the identification of human resources and material resources are two different indicators. Setting and Participants. To study SDL in graduate students in online learning, six sections spanning four semesters of an online class entitled Advanced Human Development and Learning were used for analysis. Students were assigned an article on the importance of self-regulation in online learning, and were asked to discuss how the article applied to their own learning online. Each group had a facilitator to maintain focus in the discussions, but any student could start a thread. Each statement in each thread were subject to analysis. This may be considered to be a case study analysis, using Creswells (2013) methods of analysis and interpretation. The sections used for analysis are in Table 1.

SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS Table 1. Group Number 1 2 3 4 5 6 Spring, 2011 Fall 2012 Spring 2013 (a) Spring 2013 (b) Summer 2013 (a) Summer 2013 (b) Section Semester Date Number of Discussion Groups in the Section 4 1 4 4 4 4

Number of Students in the Section 20 21 19 17 20 17

Analysis Creswell (2013) provides a step by step method for analyzing a case study, which was followed. The analysis was performed on each of the six discussions based on the six conceptual framework indicators of SDL: 1. Diagnose their own learning needs 2. Formulate learning goals 3. Identify human resources for learning 4. Identify material resources for learning 5. Choose and implement appropriate learning strategies 6. Evaluate learning outcomes. Each statement, if appropriate, from each student was coded to at least one of these indicators, and emerging themes were also noted as the analysis unfolded. Not all statements

SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS

were coded, since they did not apply or relate to statements of SDL. The coding followed the methods described by Creswell (2013). The process of coding involves aggregating the text of visual data into small categories of information , seeking evidence for the code from different databases being used in a study, and then assigning a label to the code (p. 184). Creswell explains that a short list of codes are developed, and that segments of text are matched to the database, or in this case, comments made in threaded discussions. He recommends that a short list of 5 6 items be determined, and the list may be expanded as the analysis progresses, if needed. Creswell also explains that there are two ways to report the analysis of the coding. One of the methods is to count the number of occurrences or examples of the code or theme, and report the number per category. The other is to not count or report by number, because counting conveys a quantitative orientation of magnitude and frequency contrary to qualitative research [and that] a point conveys that all codes should be given equal emphasis, and it disregards that the passages coded may actually represent contradictory views (p. 185). However, this study does not attempt to establish grounded theory, but to determine the amount of self-directed statements detected in the discussions according to well established definitions and indicators of SDL. Therefore, the occurrences of self-directed statements were counted and are reported numerically. Results Each group discussed most if not all of the six indicators of SDL. One of the groups (group 1) had overall negative comments about online learning. Although they appreciated the need for self-directed and self-regulated learning online, much of their conversations were about how they much preferred face-to-face classes. They were able to diagnose learning needs, and

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most of their conversations were about their learning needs. However, they were focused on what they needed face to face, and not online (see Tables 2 and 3). Most of the statements regarding online learning were related to the diagnosis or expression of learning needs, and what helped them be successful online learners (See Tables 2 and 3). There were two themes that emerged through the analysis which were related to the ability to use what was taught through the content and develop learning strategies. Since the class is about how people learn, some students in all groups mentioned how they were able to use content taught in the class to their own learning. The other emerging theme was reflection about their own learning. This supports Wulff, S., Hanor, J. and Bulik, R. J. (2000) who discuss the importance of reflection that should accompany SLD. In the case of this anlysis, it was a major theme that emerged, while the use of class content to develop learning strategies was only a minor theme. Tables 2 shows the numbers of statements by group and indicator. Table 3 shows the percentage of statements by group. The most salient themes were the identification of human resources to assist in their learning, the ability to diagnose their own learning needs, and the emergent theme of reflection on their learning in the class.

SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS Table 2. Indicators of Self-Directed Learning by Group SDL Indicator Diagnose learning needs Formulate learning goals Identify human resources for learning Identify material resources for learning Choose and implement learning strategies Evaluate learning outcomes. Strategies developed using course information* Reflection * *Emerging Theme Group 1 31 1 Group 2 47 7 Group 3 31 7 Group 4 19 0 Group 5 11 3 Group 6 19 1

11

Total 158 19

24

10

32

31

113

13

22

13

12

16

26

80

19

28

13

14

89

22

23

15

31

15

13

104

SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS Table 3. Percentages of Self-Directed Learning Indicators by Group SDL Indicator Diagnose learning needs Formulate learning goals Identify human resources for learning Identify material resources for learning Choose and implement learning strategies Evaluate learning outcomes Strategies developed using course information* Reflection * *Emerging Theme Thematic Statements Group 1 42% 1% Group 2 33% 5% Group 3 22% 5% Group 4 14% 0% Group 5 13% 4% Group 6 23% 1%

12

Total 24% 3%

18%

22%

22%

19%

39%

37%

25%

1%

1%

3%

10%

0%

4%

3%

18%

8%

11%

19%

5%

11%

12%

11%

13%

20%

10%

17%

8%

14%

0%

2%

6%

4%

5%

0%

3%

9%

16%

11%

23%

18%

16%

16%

The following are representative statements from students regarding the seven themes. These are examples of some of the statements made that support the themes. Diagnose their own learning needs. I also think that having that ability to take time to formulate our thoughts helps enhance

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our learning. There have been times writing a discussion response where halfway through I realize the flaw in my thinking or have something click that answers my own question. That's something we don't really get when we are in a live classroom and once we start talking, there isn't a backspace key. I know for me, at least, the slower pace, being able to look over my own thoughts, and being able to take as much time as I want to ponder other people's ideas helps me wrap my head around things better. (Group 3)

Self-regulation for online learning still requires me to really submerge myself in the texts. I could not learn simply from discussions or just from the reading to the same degree I learn from the intertwining of those with writing papers. So, at least for me, understanding where my strengths lie and where I am not always the greatest, helps me balance this (Group 4).

I like the flexibility of time with online classes. I think it is beneficial that we have to think more about what we want to say. It has even forced me to look back through the readings when people make a statement based on something in the text because it reinforces the learning. I will say, however, that I really enjoy the interaction with fellow students in a live setting. I also enjoy the opportunity to get to know a teacher face to face. I enjoy personal relationships with people which is why I want to teach, and personally getting to know all of you in a classroom would be really nice. :-) (Group 6) Formulate learning goals. I did dedicate the early hours of the morning to do my schoolwork. I made myself stay on task until my husband got up. My reward was having a cup of coffee with him and taking the dogs for a walk. As I monitored my progress, I set some goals to figure out the analysis of

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the story before reading the discussions. Sometimes I could do it, sometimes I needed the help of the discussions. When I met my goal, I felt a sense of self-satisfaction. I might have rewarded myself with some mindless television viewing. (Group 5)

My journey through school has improved my self-efficacy. Schunk (2012) describes selfefficacy as the belief about one's ability to perform a task and making judgments about the ability to perform and complete a task to a desired outcome. I set a goal to continue school for a Special Education Advanced Masters Degree. I set this goal prior to an engagement or starting a family. It was my own personal choice to finish school while I am currently teaching special education preschool, a job that I truly cherish every single day. (Group 2) Identify human resources for learning. So I think we would all agree that in an online setting, having online learning communities is beneficial to the students' self-regulation. For example, in this class, discussing with you guys each week really has forced me to look deeper into the material than I ever would have on my own therefore giving me a greater understanding of the concepts we are tackling. The discussions make me express my thoughts (and analyze the thoughts of others) when in class I would probably remain quiet and not say a word. (Group 3)

What I find particularly interesting is the influence of learning communities (Dell, 2006). Through discussions with other classmates there is a wealth of shared knowledge and experiences about problems that we all deal with in our areas of study. Like Dell (2006) notes, students will have a greater desire to apply concepts when they recognize other

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students doing it as well. My reading about what my classmates are dealing with, it gives me insight in what to look for in my own circumstances.

I feel many people feel more open about talking about their personal experiences on-line rather face-to-face in front of a live classroom. Therefore, in these on-line courses, people are exposing themselves and their thoughts in a way we wouldnt otherwise see. I find this extremely helpful and find it as a positive way to exchange thoughts. (Group 3)

I have to agree that the social interaction with peers plays a critical role for me as an online learner. It is important to see how others view the world and the course and the materials at hand. This allows me to bounce ideas off other students and then ultimately place the information into a perspective which is helpful and hopefully enhances my life (group 4)

Not to say the discussions don't get social and I find I learn a lot from my co-learners perspective. Even when I am writing papers I find myself referring to dialogue I have had with co-learners. Ultimately I think self-regulation is a tool one must have to be successful with online learning and to sum up my statement I don't think that it is something you either have or do not have. I think it is something that is reflective of your situation at the time. (Group 4) Identify material resources for learning. Well there may be apps for it, and software, but really what I do is this. My iPhone has a setting you can change in the "adaptability" setting. It will you let you highlight text and it

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will read it out loud to you (texts, emails, etc.) You can adjust the voice, accent, and speed of the voice. I copy and paste into an email to myself, open the email on my phone and highlight it to be spoken. It seems kind of complicated but is helpful if you have an iPhone! There are some sites that will do it, I have not tried this one, but here is one that comes up if you google "text to speech" http://text-to-speech.imtranslator.net/ (group 4) (provided material to help other learners) Choose and implement appropriate learning strategies. One thing I have learned about online learning that I think is effective is using rubrics. Specifically rubrics that allow people to grade themselves. I have found that I am much more critical of my own work then my Professors are and that is not really a bad thing. It helps me know what is expected of me even before I start an assignment. I have found online learning to be very worthwhile for my own metacognition. I think it is partially because I am the only one in the room and so am focused solely on learning and not the social dynamic as much. (Group 4)

Although I still have a few more semesters to complete my degree - my experience with online courses in generally has been an example of self-regulation. I really thought that the classes would have an outline, I would complete the requirements, work at my own pace and then submit them by the end of the semester. I really was shocked at my first class. But - it has been a great way to learn and monitor my own time and learning and study. I may have set quietly in a classroom and listened to a discussion - but online I have been required to

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participate, and that has been a good thing for me. Especially because of positive comments and positive teacher feedback throughout the discussion. (Group 5)

Evaluate learning outcomes. I have learned a lot too. I think it is mostly due to the fact that we have to apply what we know. Application is a higher level of Blooms (sic) and because of this I feel like I have learned a lot. (Group 2)

I agree that it was very stressful in the beginning to not be directed step by step in what we are supposed to write about or discuss, but now towards the end of the semester I think I have learned more in this class than others and will remember several of the concepts long after the class is over. I think if she told what he "had" to write about I would not have been so motivated to find my own perspective and would have only wrote my papers to please her and would not have done my own exploration of the information. (Group 3) Strategies using course information. Self-efficacy: If we don't have a true belief in yourself to be successful and perform our online tasks, then our self-regulation skills will be diminished. So I think this is one of the biggest key factors to being a successful online learner. I think it's so important to stay optimistic about our discussions, papers, and tests. It's really hard when you get a grade back that you don't feel good about. :( That is where staying optimistic plays a huge role. (AS hard as that can be!) (Group 3)

I think I became more self-regulated. I know I had to use self-instruction. "Students who

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realize they need to review class notes the next day might write themselves a reminder before going to bed. The written reminder serves as a cue to review, which makes reinforcement more likely" (Schunk, 2012, p. 404). I had to create cues that would remind me to study. I would use my calendar on my computer to notify me when I should have homework due. (Group 3)

When this class began, I needed to learn how to self-regulate. Working full time with the heavy end of the school year workload, I experienced panic (or as we call it in this class disequilibrium). I was uncertain of the expectations and hoped that my analyses of the stories were acceptable. I am motivated to succeed, so I self-monitored by dedicating my weekends to reading the material, and I self-instructed by taking notes to prepare for the upcoming discussions and writing assignment. I dont think I used self-reinforcement. My reinforcement came from Dr. Dell when I received her positive feedback. I was both internally and externally motivated. I became more confident and slowly gained a greater sense of self-efficacy. (Group 5) (Bold text is taken directly from the quote)

Reflection. There are things I like about both venues. In an online class, usually you can make your own schedule, which is the reason I choose online courses more often than not. There are some bad points though. I found this term that there were days that my time was accounted for from Midnight until Midnight with work and kids and family and classes. Of course those days were only on days that I was required to post (not really, but it seemed like it!). Also, the kids do not respect the time spent on the computer as class time. Tonight, for example,

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while trying to finish up some homework, I helped finish music homework, listened to a child read, signed a field trip permission slip, found a basketball jersey, helped build a spider and web, watched my child and husband wrestle to within six inches of my laptop, screened a call from my parents that would have taken the rest of the night, and found out that I need to make 24 spider cookies for my daughter's class tomorrow. I made a quick shopping list for my husband who is 'helping' by running to the grocery store, yelled at my kids to finish their chores, and ran out to fill my car with gas....and tonight was a good night! Online learning is great but there is something to be said for leaving it all behind and concentrating in class. (Group 2)

I can identify with what you said though I was pretty focused the first time around. I find that as I'm older, I am much more interested in learning than I was when I was younger. On top of that, I feel a greater sense of responsibility. The first time through, I expected the instructors to teach me. I would value a class based on how much instruction was given. Now, I value a class more based on what I learned-- which comes mostly from my own inquiry and attentiveness to a subject. (Group 2) Conclusions Research Questions Answered The answers to the research questions are clear. 1. What indicators of SDL can be seen in an analysis of discussions among graduate students taking an online class in advanced human development and learning? During a discussion of how an article related to the importance of self-regulated learning in online classes, each of the indicators of SDL provided by Knowles (1975) were found in the

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online discussions. The most common indicators were the ability to identify human resources and the ability to diagnose learning needs, especially related to their own online learning. It is important to note that Knowles used the identification of human and material resources as one indicator, and, as indicated by the results of the analysis, they are very separate indicators. Only 3% of the comments made across all groups were related to finding material resources online. Perhaps this is because students stayed with the resources provided by the instructor. Clearly, the human element is most important online. Interaction within discussion groups helps to form a learning community where they rely on each other for ideas, clarification and socialization. Identifying learning needs was also an important theme, and when discussing their own levels of self-regulation discussed what worked best for them in online classes. Examples of needing time to think, or to have a quiet space to learn online were included in the examples, and were an important aspect of learning how to learn online. 2. Are there any emerging themes in SDL in the analysis of discussions of self-regulated learning in an online class in advanced human development and learning? Two themes emerged during the analysis of the discussion posts. The most important was the element of reflection on learning. This was separate from the others in that students were able to think back about what they were learning, how they were learning, and how their attitudes about online learning may have changed. This was such an important emerging theme that it was the third most common among the seven indicators or themes. Reflection is consistent with Wulff, S., Hanor, J. and Bulik, R. J. (2000) who state that studnets online and in face to face classes need to be able to reflect on their learning in order to be more self-directed.

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Of great interest to the reseracher was the discovery of studnets using or applying concelts related to educational psycholpogyconcpets they were learning in the classto their own learning and developing learning strategies using those concepts. It was oly a minor theme (3%), but important to note, and perhaps study in the future. Implications for Practice The results of the analysis help to support the idea that SDL is important for online learning. However, as Wulff, S., Hanor, J. and Bulik, R. J. (2000) note, self-direcgted learning does not just occur, but must be encouraged, guided and facilitated by the instructor. Instructors should be involved in discussions, and not allow students to flounder in discussions with no guidance. Asking critical thinking questions, challenging beliefs, prodding to think more deeeply about a concept or idea all provide high expectations of studnets in dissussions, which tends to foster SDL. As seen by the results, the human factor is very important, and includes interactions between students and faculty. In other words, the Web (through Web-based courses) only has the potential to support constructivist-oriented, self-directed learning. Faculty who design Web-based courses must take the total virtual learning environment into account, and not just provide access to educational resources; equating access to educational resources with selfdirected learning is insufficient. It is faculty who are responsible for creating a selfdirected learning environment, in the academic classroom, in a business training setting, or in the computer-assisted/Web based virtual classroom. Specifically, faculty have the responsibility for creating Web-based learning environments that encourage, not inhibit, constructivist-oriented, self-directed learning (Wulff, S., Hanor, J. and Bulik, R. J., 2000, p. 156).

SELF-DIRECTED LEARNING AMONG ONLINE GRADUATE STUDNETS References

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Artino, A. (2008, Winter). A conceptual model of self-regulation online. Academic Exchange Quarterly, 12(4). Retrieved from http://rapidintellect.com/AEQweb/cho4227z8.htm Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago IL: Follet Publishing Company. Knowles, M. S., Holton, E. F. and Swanson, R. A. (2012). The adult learner. New York, NY: Rutldge. Schunk, D. (2012). Learning theories: An educational perspective. Boston MA: Pearson. Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass. Wulff, S., Hanor, J. and Bulik, R. J. (2000). The roles and interrelationships of presence, reflection and self-directed learning in effective World Wide Web-based pedogogy. In R. E. Cole, Issues in web-based pedagogy: A critical Primer (pp. 143-160). Westport CN: Greenwood Press.