Pub Date : 2016-03-02DOI: 10.1504/IJSMILE.2016.075052
S. Warren
Social media has become an important tool for communicating information and allowing for the shared construction of knowledge. Research on the use of specific tools and reports of curriculum or instruction designed to leverage them remains weak. The following piece provides a case in which an instructor developed a course that used the micro-blogging platform Twitter as an important means of academic communication and support for a nascent learning community. This study found that designing a course to include Twitter for out-of-class discourse fostered desired communicative actions for learning while also allowing the instructor to help foster student-initiated community.
{"title":"The Twitter academic: supporting learning communications in 140 characters or less","authors":"S. Warren","doi":"10.1504/IJSMILE.2016.075052","DOIUrl":"https://doi.org/10.1504/IJSMILE.2016.075052","url":null,"abstract":"Social media has become an important tool for communicating information and allowing for the shared construction of knowledge. Research on the use of specific tools and reports of curriculum or instruction designed to leverage them remains weak. The following piece provides a case in which an instructor developed a course that used the micro-blogging platform Twitter as an important means of academic communication and support for a nascent learning community. This study found that designing a course to include Twitter for out-of-class discourse fostered desired communicative actions for learning while also allowing the instructor to help foster student-initiated community.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128821532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-03-02DOI: 10.1504/IJSMILE.2016.075038
Athanasios Christopoulos, M. Conrad, Mitul Shukla
In this paper we aim to explore the potential advantages of interactions on student engagement and provide guidance to educators who seek interactive and immersive learning experiences for their students through the use of hybrid virtual learning approaches. We define as hybrid virtual learning the educational model where students are co-present and interacting simultaneously both within a virtual world and the physical classroom receiving stimuli related to the learning material in the virtual world from both directions. In order to achieve our aim, we categorised interactions in various categories and observed the complex network of interactions which can be developed in a virtual world when groups of people are working together in order to achieve different goals. The findings suggest that students spontaneously tend to use the interaction channels only when it is deemed to be necessary.
{"title":"Between virtual and real: exploring hybrid interaction and communication in virtual worlds","authors":"Athanasios Christopoulos, M. Conrad, Mitul Shukla","doi":"10.1504/IJSMILE.2016.075038","DOIUrl":"https://doi.org/10.1504/IJSMILE.2016.075038","url":null,"abstract":"In this paper we aim to explore the potential advantages of interactions on student engagement and provide guidance to educators who seek interactive and immersive learning experiences for their students through the use of hybrid virtual learning approaches. We define as hybrid virtual learning the educational model where students are co-present and interacting simultaneously both within a virtual world and the physical classroom receiving stimuli related to the learning material in the virtual world from both directions. In order to achieve our aim, we categorised interactions in various categories and observed the complex network of interactions which can be developed in a virtual world when groups of people are working together in order to achieve different goals. The findings suggest that students spontaneously tend to use the interaction channels only when it is deemed to be necessary.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114867037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-03-02DOI: 10.1504/IJSMILE.2016.075039
L. Al-Sharqi, K. Hashim, H. A. Ahmed
Social media is seen by some as a new media for enhancing the learning environment. It is rich in tools which can help enhance interaction, discussion and the sharing of learning resources. This study investigates differences and similarities on King Abdulziz University (KAU) arts and science students' perceptions of social media as a learning tool. Data were collected using a specially designed survey during the academic year 2013/2014. The sample size was 2,605 students of different ages and genders representing arts and science colleges. The results indicate that a moderate majority of KAU students at both college groups are using social media tools in their learning and have the desire to integrate social media as a tool in their learning at university. Survey results also highlight affinities for various social media tools and purposes of use between the two groups. The paper also reports interesting gender significant differences. The findings include identification of discipline-based dominant perceptions pertaining to advantages and disadvantages of social media in learning. The findings can encourage academic planners and faculty to adopt and implement use of appropriate social media tools and adapt to preferred learning styles within the teaching and learning environment of each college type.
{"title":"Perceptions of social media as a learning tool: a comparison between arts and science students","authors":"L. Al-Sharqi, K. Hashim, H. A. Ahmed","doi":"10.1504/IJSMILE.2016.075039","DOIUrl":"https://doi.org/10.1504/IJSMILE.2016.075039","url":null,"abstract":"Social media is seen by some as a new media for enhancing the learning environment. It is rich in tools which can help enhance interaction, discussion and the sharing of learning resources. This study investigates differences and similarities on King Abdulziz University (KAU) arts and science students' perceptions of social media as a learning tool. Data were collected using a specially designed survey during the academic year 2013/2014. The sample size was 2,605 students of different ages and genders representing arts and science colleges. The results indicate that a moderate majority of KAU students at both college groups are using social media tools in their learning and have the desire to integrate social media as a tool in their learning at university. Survey results also highlight affinities for various social media tools and purposes of use between the two groups. The paper also reports interesting gender significant differences. The findings include identification of discipline-based dominant perceptions pertaining to advantages and disadvantages of social media in learning. The findings can encourage academic planners and faculty to adopt and implement use of appropriate social media tools and adapt to preferred learning styles within the teaching and learning environment of each college type.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124204955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-04DOI: 10.1504/IJSMILE.2015.074010
M. Eady
Internationally, the internet is a critical component of many projects that aim to improve literacy and build skills in indigenous communities. It is claimed that online platforms provide flexible learning opportunities to suit individual learner schedules and needs, enabling them to learn in 'anytime, anywhere' environments. However, good intentions and a learning platform deemed suitable by non-indigenous people do not necessarily lead to successful user outcomes. There is a need to understand how Western culture influences the design and implementation of online projects with Indigenous communities and to avoid technological colonisation of the local community. Flexibility, understanding and respect must be at the forefront of projects if they are to be successful. This article suggests 11 design-based principles, derived through design-based research, which guide respectful implementation of internet technologies in indigenous communities.
{"title":"Eleven design-based principles to facilitate the adoption of internet technologies in Indigenous communities","authors":"M. Eady","doi":"10.1504/IJSMILE.2015.074010","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.074010","url":null,"abstract":"Internationally, the internet is a critical component of many projects that aim to improve literacy and build skills in indigenous communities. It is claimed that online platforms provide flexible learning opportunities to suit individual learner schedules and needs, enabling them to learn in 'anytime, anywhere' environments. However, good intentions and a learning platform deemed suitable by non-indigenous people do not necessarily lead to successful user outcomes. There is a need to understand how Western culture influences the design and implementation of online projects with Indigenous communities and to avoid technological colonisation of the local community. Flexibility, understanding and respect must be at the forefront of projects if they are to be successful. This article suggests 11 design-based principles, derived through design-based research, which guide respectful implementation of internet technologies in indigenous communities.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121170067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-04DOI: 10.1504/IJSMILE.2015.074007
Jamie Colwell, A. Hutchison
This study describes the refinement of a flipped, or inverted, classroom model using a type of design-based research, specifically a formative experiment. The model was implemented in a content area literacy course for undergraduate pre-service teachers over the course of 13 weeks. Qualitative data collection and analysis were iterative and ongoing to determine enhancing and inhibiting factors that either supported or hindered the pedagogical goal set for the model, particularly in the online component of the model. Enhancing factors, such as reflection and self-pacing, emerged from analysis, along with inhibiting factors, including isolation in online learning and pre-service teacher difficulty with note-taking. Modifications to address the inhibiting factors and connections to local, pedagogical theory are subsequently described.
{"title":"Refining a flipped classroom model in a content area literacy course: determining modification through reflection","authors":"Jamie Colwell, A. Hutchison","doi":"10.1504/IJSMILE.2015.074007","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.074007","url":null,"abstract":"This study describes the refinement of a flipped, or inverted, classroom model using a type of design-based research, specifically a formative experiment. The model was implemented in a content area literacy course for undergraduate pre-service teachers over the course of 13 weeks. Qualitative data collection and analysis were iterative and ongoing to determine enhancing and inhibiting factors that either supported or hindered the pedagogical goal set for the model, particularly in the online component of the model. Enhancing factors, such as reflection and self-pacing, emerged from analysis, along with inhibiting factors, including isolation in online learning and pre-service teacher difficulty with note-taking. Modifications to address the inhibiting factors and connections to local, pedagogical theory are subsequently described.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124706775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-04DOI: 10.1504/IJSMILE.2015.074008
Quincy Conley, K. Sabo
Social media is a pervasive force in the lives of 21st century learners. Social media offers a user experience that encourages students to create and share new content while enabling communication unlike any other learning technology. In this paper, we explore how learning with social media could be more effective by leveraging appropriate learning theory and instructional design. We begin with examples of how social media is currently being used in educational contexts, and then review the available research that investigates the connections between social media and education. To understand how social media may be better utilised for learning, we also identify social media's unique learning affordances and established learning theories that complement those affordances. Finally, we present a preliminary model for designing learning using social media.
{"title":"The social media instructional design model: a new tool for designing instruction using social media","authors":"Quincy Conley, K. Sabo","doi":"10.1504/IJSMILE.2015.074008","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.074008","url":null,"abstract":"Social media is a pervasive force in the lives of 21st century learners. Social media offers a user experience that encourages students to create and share new content while enabling communication unlike any other learning technology. In this paper, we explore how learning with social media could be more effective by leveraging appropriate learning theory and instructional design. We begin with examples of how social media is currently being used in educational contexts, and then review the available research that investigates the connections between social media and education. To understand how social media may be better utilised for learning, we also identify social media's unique learning affordances and established learning theories that complement those affordances. Finally, we present a preliminary model for designing learning using social media.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125055618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-04DOI: 10.1504/IJSMILE.2015.074009
S. Bandyopadhyay, Priyadarshini Dey, A. Bardhan, Shrabastee Banerjee, Srimoyee Das
Quality of primary education in rural India is a matter of great concern due to teacher absenteeism, non-availability of good teachers at remote areas and non-availability of attractive teaching methods. In this context, our work wishes to architect a scalable online e-learning platform based on Web 2.0 technologies in order to facilitate primary education for underprivileged children in all parts of India. Additionally, the work wishes to create a group of online primary teachers by utilising the vast pool of knowledge resource of the educated senior citizens, who are capable but otherwise not involved in any mainstream productive activities. Using ethnographic approach to system design and using an iterative and incremental development model, we have designed and pilot-tested OwlishOracle, our internet-enabled social media-based synchronous e-learning environment, to serve the stated purpose.
{"title":"OwlishOracle: architecting a social media-based e-learning platform for primary education of underprivileged children by senior citizens of India","authors":"S. Bandyopadhyay, Priyadarshini Dey, A. Bardhan, Shrabastee Banerjee, Srimoyee Das","doi":"10.1504/IJSMILE.2015.074009","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.074009","url":null,"abstract":"Quality of primary education in rural India is a matter of great concern due to teacher absenteeism, non-availability of good teachers at remote areas and non-availability of attractive teaching methods. In this context, our work wishes to architect a scalable online e-learning platform based on Web 2.0 technologies in order to facilitate primary education for underprivileged children in all parts of India. Additionally, the work wishes to create a group of online primary teachers by utilising the vast pool of knowledge resource of the educated senior citizens, who are capable but otherwise not involved in any mainstream productive activities. Using ethnographic approach to system design and using an iterative and incremental development model, we have designed and pilot-tested OwlishOracle, our internet-enabled social media-based synchronous e-learning environment, to serve the stated purpose.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128893409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-12DOI: 10.1504/IJSMILE.2015.072266
Harun Bin Sinen
Mobile learning has been increasingly used in the educational context. This article reviews the literature on mobile learning published in the recent five years and summarises its definition, benefits and limitations, and additional concerns with the adoption of mobile learning. The definition of mobile learning is closely related to the mobility of technology, mobility of learners, and mobility of learning. The benefits of mobile learning include extending learning beyond the classroom; supporting situated, collaborative, and personalised learning; and also improving interactions. Limitations of mobile learning include small size of mobile devices, difficulty in inputting text, and high variability and low accessibility. Additional concerns involve social, cultural and organisational factors, advancement and cost of technology, readiness of faculty and students, and professional development of faculty.
{"title":"A literature review on mobile learning","authors":"Harun Bin Sinen","doi":"10.1504/IJSMILE.2015.072266","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.072266","url":null,"abstract":"Mobile learning has been increasingly used in the educational context. This article reviews the literature on mobile learning published in the recent five years and summarises its definition, benefits and limitations, and additional concerns with the adoption of mobile learning. The definition of mobile learning is closely related to the mobility of technology, mobility of learners, and mobility of learning. The benefits of mobile learning include extending learning beyond the classroom; supporting situated, collaborative, and personalised learning; and also improving interactions. Limitations of mobile learning include small size of mobile devices, difficulty in inputting text, and high variability and low accessibility. Additional concerns involve social, cultural and organisational factors, advancement and cost of technology, readiness of faculty and students, and professional development of faculty.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130976326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-12DOI: 10.1504/IJSMILE.2015.072295
E. L. Yap, Qiyun Wang
LinkedIn, one of the world's largest professional networks, has the potential to become a professional development tool for adults. This mixed-methods research provides an insight on how adults use LinkedIn group and explores adults' perception on using LinkedIn group for their professional development. Findings show that adults use LinkedIn for sharing resources professionally. The results show that while adults are basically satisfied with the technological and pedagogical affordances LinkedIn offer for professional development, there are mixed-responses with regards to its social affordances. Using LinkedIn as a professional development tool also has its limitations such as privacy and professional authentication. This paper examines the content of an instructional design and e-learning professionals' group in LinkedIn, analyses findings of the study and offers suggestions for future research.
{"title":"A case study of using LinkedIn for professional development","authors":"E. L. Yap, Qiyun Wang","doi":"10.1504/IJSMILE.2015.072295","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.072295","url":null,"abstract":"LinkedIn, one of the world's largest professional networks, has the potential to become a professional development tool for adults. This mixed-methods research provides an insight on how adults use LinkedIn group and explores adults' perception on using LinkedIn group for their professional development. Findings show that adults use LinkedIn for sharing resources professionally. The results show that while adults are basically satisfied with the technological and pedagogical affordances LinkedIn offer for professional development, there are mixed-responses with regards to its social affordances. Using LinkedIn as a professional development tool also has its limitations such as privacy and professional authentication. This paper examines the content of an instructional design and e-learning professionals' group in LinkedIn, analyses findings of the study and offers suggestions for future research.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125279491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-12DOI: 10.1504/IJSMILE.2015.072300
N. Dabbagh, A. Kitsantas, Maha Al-Freih, Helen Fake
Personal learning environment or PLE is a relatively new concept that is premised on social media technologies and steadily gaining ground as an effective platform for student learning. PLEs are student-designed around each student's goals or learning approach requiring students to engage in self-regulated learning (SRL) to succeed. The aim of the present study is to examine how students create PLEs using social media and the extent to which they engage in SRL in the process. Five participants, two males and three females, participated in this study. Using a case study approach these participants were interviewed to uncover what processes of SRL they use while developing their PLE and whether social media are effective learning and development tools. The findings show that PLE development engages students in SRL particularly in the processes of goal setting, task strategies, self-monitoring and self-evaluation. The findings also revealed that participants reported being intrinsically motivated in using social media to create their PLE. The implications for practice and future research are discussed.
{"title":"Using social media to develop personal learning environments and self-regulated learning skills: a case study","authors":"N. Dabbagh, A. Kitsantas, Maha Al-Freih, Helen Fake","doi":"10.1504/IJSMILE.2015.072300","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.072300","url":null,"abstract":"Personal learning environment or PLE is a relatively new concept that is premised on social media technologies and steadily gaining ground as an effective platform for student learning. PLEs are student-designed around each student's goals or learning approach requiring students to engage in self-regulated learning (SRL) to succeed. The aim of the present study is to examine how students create PLEs using social media and the extent to which they engage in SRL in the process. Five participants, two males and three females, participated in this study. Using a case study approach these participants were interviewed to uncover what processes of SRL they use while developing their PLE and whether social media are effective learning and development tools. The findings show that PLE development engages students in SRL particularly in the processes of goal setting, task strategies, self-monitoring and self-evaluation. The findings also revealed that participants reported being intrinsically motivated in using social media to create their PLE. The implications for practice and future research are discussed.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129341964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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