Pub Date : 2015-04-10DOI: 10.1504/IJSMILE.2015.068434
R. Putri
The purposes of this paper are: 1) to share the process of designing a learning environment (LE) of two–dimensional geometric shapes on television (TV) for learning and to teach using realistic mathematics education (RME); 2) to describe how a learning mathematics environment on television was used by the teacher in the classroom. Design research approach was used in this study. The participants of this research were 20 primary school students. The data were collected from video recordings of classroom events. In this research, a sequence of instructional activities was designed and developed. Result shows that using education programmes on TV can improve education in Indonesia and the dissemination of the Indonesian version of realistic mathematics education (PMRI) in Indonesia.
{"title":"Developing a learning mathematics environment on television","authors":"R. Putri","doi":"10.1504/IJSMILE.2015.068434","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.068434","url":null,"abstract":"The purposes of this paper are: 1) to share the process of designing a learning environment (LE) of two–dimensional geometric shapes on television (TV) for learning and to teach using realistic mathematics education (RME); 2) to describe how a learning mathematics environment on television was used by the teacher in the classroom. Design research approach was used in this study. The participants of this research were 20 primary school students. The data were collected from video recordings of classroom events. In this research, a sequence of instructional activities was designed and developed. Result shows that using education programmes on TV can improve education in Indonesia and the dissemination of the Indonesian version of realistic mathematics education (PMRI) in Indonesia.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131194216","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 : 2015-04-10DOI: 10.1504/IJSMILE.2015.068441
N. Amofah-Serwaa, P. Dadzie
The study explores the implication of social media use on child behaviour in a basic school in Ghana. A survey was conducted among pupils, teachers and parents of the school. Fifty–six pupils were served with questionnaires while ten teachers and 22 parents were interviewed. The findings reveal that Facebook is the most preferred social media site. About half the pupils indicated that the models they observe on social media sites have not affected their behaviour. Some positive implications reported by parents and teachers include improvement in reading habits, dressing and communication. Negative implications also reported involve distraction of pupils' attention from their studies, frequent use of Pidgin English as well as unnecessary fashion consciousness. The study recommends that parents should visit their children's online friends to see what they post and receive from friends. Furthermore, teachers must explain the advantages and danger of using social media to children and advise them of beneficial sites to visit.
{"title":"Social media use and its implications on child behaviour: a study of a basic school in Ghana","authors":"N. Amofah-Serwaa, P. Dadzie","doi":"10.1504/IJSMILE.2015.068441","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.068441","url":null,"abstract":"The study explores the implication of social media use on child behaviour in a basic school in Ghana. A survey was conducted among pupils, teachers and parents of the school. Fifty–six pupils were served with questionnaires while ten teachers and 22 parents were interviewed. The findings reveal that Facebook is the most preferred social media site. About half the pupils indicated that the models they observe on social media sites have not affected their behaviour. Some positive implications reported by parents and teachers include improvement in reading habits, dressing and communication. Negative implications also reported involve distraction of pupils' attention from their studies, frequent use of Pidgin English as well as unnecessary fashion consciousness. The study recommends that parents should visit their children's online friends to see what they post and receive from friends. Furthermore, teachers must explain the advantages and danger of using social media to children and advise them of beneficial sites to visit.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122214261","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 : 2015-04-10DOI: 10.1504/IJSMILE.2015.068454
E. Amari, R. Barry, Xian Chong, H. N. Lauscher, K. Ho
Minority populations can face cultural and accessibility barriers when seeking education and support for diabetes self–management. While culturally adapted education programmes have been studied, it has not been combined with the benefit of peer–support and the accessibility of social media. This project aimed to create and assess the feasibility, acceptability, and usability of a peer–led, culturally relevant diabetes prevention programme to be delivered over a popular social networking platform, Facebook, using mixed methods. Six participants of Chinese and South Asian ethnicities completed the 12–week programme led by a peer leader for each group. Interviews and scales were conducted before, during, and after the programme. Results indicated that the delivery of health information over Facebook is feasible and acceptable for those who are comfortable with social media. The peer leaders were engaged and the ability to view discussions was useful, though a larger group would have led to more robust discussions.
{"title":"Using social media to reach Chinese and South Asian communities in British Columbia: the story of a peer-led diabetes prevention programme on Facebook","authors":"E. Amari, R. Barry, Xian Chong, H. N. Lauscher, K. Ho","doi":"10.1504/IJSMILE.2015.068454","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.068454","url":null,"abstract":"Minority populations can face cultural and accessibility barriers when seeking education and support for diabetes self–management. While culturally adapted education programmes have been studied, it has not been combined with the benefit of peer–support and the accessibility of social media. This project aimed to create and assess the feasibility, acceptability, and usability of a peer–led, culturally relevant diabetes prevention programme to be delivered over a popular social networking platform, Facebook, using mixed methods. Six participants of Chinese and South Asian ethnicities completed the 12–week programme led by a peer leader for each group. Interviews and scales were conducted before, during, and after the programme. Results indicated that the delivery of health information over Facebook is feasible and acceptable for those who are comfortable with social media. The peer leaders were engaged and the ability to view discussions was useful, though a larger group would have led to more robust discussions.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114762614","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 : 2015-04-10DOI: 10.1504/IJSMILE.2015.068438
W. Cheung, K. Hew
Singapore has identified self–directed learning (SDL) as one of the key learning outcomes for her information technology in education master plan 3. However, teachers may not know how to design activities that could cater for student SDL, and students themselves may face difficulties in using this approach in their learning. We believe that the use of a particular social media tool, the asynchronous online discussion forum, could support students' SDL. The purpose of this paper is to share how we planned and implemented the use of an asynchronous online discussion forum along with the specific pedagogical activities. We will explain why this particular approach was able to foster students' self–direction in learning based on the empirical findings collected from 20 participants at the National Institute of Education (Singapore). We also discuss the opportunities and challenges of using this particular approach and suggest several relevant areas for future research.
新加坡已将自主学习(SDL)确定为其信息技术教育总体规划3的主要学习成果之一。然而，教师可能不知道如何设计适合学生SDL的活动，学生自己在学习中使用这种方法可能会遇到困难。我们相信使用一种特殊的社交媒体工具，即异步在线讨论论坛，可以支持学生的SDL。本文的目的是分享我们如何计划和实现异步在线讨论论坛的使用以及具体的教学活动。我们将根据新加坡国立教育学院(National Institute of Education) 20名参与者的实证研究结果，解释为什么这种特殊的方法能够培养学生的自我学习方向。我们还讨论了使用这种特殊方法的机遇和挑战，并提出了未来研究的几个相关领域。
{"title":"Asynchronous online discussion activities to support university students' self-directed learning: opportunities and challenges identified","authors":"W. Cheung, K. Hew","doi":"10.1504/IJSMILE.2015.068438","DOIUrl":"https://doi.org/10.1504/IJSMILE.2015.068438","url":null,"abstract":"Singapore has identified self–directed learning (SDL) as one of the key learning outcomes for her information technology in education master plan 3. However, teachers may not know how to design activities that could cater for student SDL, and students themselves may face difficulties in using this approach in their learning. We believe that the use of a particular social media tool, the asynchronous online discussion forum, could support students' SDL. The purpose of this paper is to share how we planned and implemented the use of an asynchronous online discussion forum along with the specific pedagogical activities. We will explain why this particular approach was able to foster students' self–direction in learning based on the empirical findings collected from 20 participants at the National Institute of Education (Singapore). We also discuss the opportunities and challenges of using this particular approach and suggest several relevant areas for future research.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134258187","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 : 2014-08-11DOI: 10.1504/IJSMILE.2014.064208
C. Sande
Open online help forums connect students with volunteer helpers who provide assistance with specific problems from coursework. Cramster, the most popular existing mathematics help forum, is an advocate of cognitive load theory and promotes the provision of worked solutions as the best way to help students. The intent is that students can use these worked solutions as problem-solving models and learn from them. This project investigated this possibility by analysing 194 responses from the Algebra thru pre-Calculus archives from two perspectives: first, student ratings of solution helpfulness were examined; second, a rubric based on the accuracy and construction of the solutions was developed, applied, and compared with student ratings. The results indicate that Cramster helpers provided students with worked solutions that contain steps and sometimes goals, as opposed to final answers only. However, there were also many responses containing errors, and students did not show much discernment in their ratings.
{"title":"Cognitive load theory meets the real world: worked examples on a popular homework help forum","authors":"C. Sande","doi":"10.1504/IJSMILE.2014.064208","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.064208","url":null,"abstract":"Open online help forums connect students with volunteer helpers who provide assistance with specific problems from coursework. Cramster, the most popular existing mathematics help forum, is an advocate of cognitive load theory and promotes the provision of worked solutions as the best way to help students. The intent is that students can use these worked solutions as problem-solving models and learn from them. This project investigated this possibility by analysing 194 responses from the Algebra thru pre-Calculus archives from two perspectives: first, student ratings of solution helpfulness were examined; second, a rubric based on the accuracy and construction of the solutions was developed, applied, and compared with student ratings. The results indicate that Cramster helpers provided students with worked solutions that contain steps and sometimes goals, as opposed to final answers only. However, there were also many responses containing errors, and students did not show much discernment in their ratings.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124836737","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 : 2014-08-11DOI: 10.1504/IJSMILE.2014.064206
Haijun Kang
A review of research studies on the integration of wiki into curriculum indicates the necessity of establishing wiki design principles in order to capitalise on the learning opportunity wiki technology offers. Utilising eye tracking technology, this study explores wiki design principles by examining students’ reading patterns when they study a learning topic presented in wiki format. Over 21 hours of eye movement data were collected, analysed and compared. Post-experiment interviews were conducted to obtain demographic and background information. Based on the data analysis, three wiki design principles were developed. This study concludes by calling for more attention on the development of scientific-research-based wiki design principles to help students capitalise on wiki-based learning opportunity.
{"title":"Establishing wiki design principles to advance wiki-based learning: an eye tracking study","authors":"Haijun Kang","doi":"10.1504/IJSMILE.2014.064206","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.064206","url":null,"abstract":"A review of research studies on the integration of wiki into curriculum indicates the necessity of establishing wiki design principles in order to capitalise on the learning opportunity wiki technology offers. Utilising eye tracking technology, this study explores wiki design principles by examining students’ reading patterns when they study a learning topic presented in wiki format. Over 21 hours of eye movement data were collected, analysed and compared. Post-experiment interviews were conducted to obtain demographic and background information. Based on the data analysis, three wiki design principles were developed. This study concludes by calling for more attention on the development of scientific-research-based wiki design principles to help students capitalise on wiki-based learning opportunity.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116274519","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 : 2014-08-11DOI: 10.1504/IJSMILE.2014.064207
Yan-Rong Tong
‘Micro-controller principles and applications’ is a significantly important course to be taken by an optoelectronic information science and engineering major. The course is both comprehensive and practical. The main aim of the course is to enhance students’ learning initiative and their ability to apply a micro-controller. This article discusses the new methodology found in the curriculum’s design, implementation and evaluation. The new teaching method employs a collaborative learning model assisted by a blog platform, which is not only conducive to strengthening the teacher’s leading role and promoting the ability of students to self-teach, but this method also encourages and develops the students’ spirit of teamwork and improves their overall ability to learn.
{"title":"Research of the blog platform-assisted collaborative learning model in the teaching of 'micro-controller principles and applications'","authors":"Yan-Rong Tong","doi":"10.1504/IJSMILE.2014.064207","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.064207","url":null,"abstract":"‘Micro-controller principles and applications’ is a significantly important course to be taken by an optoelectronic information science and engineering major. The course is both comprehensive and practical. The main aim of the course is to enhance students’ learning initiative and their ability to apply a micro-controller. This article discusses the new methodology found in the curriculum’s design, implementation and evaluation. The new teaching method employs a collaborative learning model assisted by a blog platform, which is not only conducive to strengthening the teacher’s leading role and promoting the ability of students to self-teach, but this method also encourages and develops the students’ spirit of teamwork and improves their overall ability to learn.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"328 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130722969","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 : 2014-08-11DOI: 10.1504/IJSMILE.2014.064204
P. Lacasa, Rut Martínez Borda, S. Cortés
From the theoretical perspective offered by socio-cultural psychology and the concept of evocative objects, the main goal of this paper is to explore what happened in a primary education classroom where digital objects (commercial video games and blogs) coexisted with more traditional objects such as notebooks. Adopting an ethnographic and action research point of view, we explored the conversations and practices that took place during the school year, when three consecutive workshops were organised around three commercial video games. We focus on one second year elementary school group and their teacher. Three main results were obtained. First, the number of references to notebooks, the internet and video games made by the participants differed depending on the role they played in the workshop. Second, mediated by evocative objects the children, the teacher and the researchers created several innovative scenarios in which specific abilities emerged in relation to particular video games. Finally, evocative objects were mediators in the collaborative situations arising in the classroom.
{"title":"Notebooks, blogs and commercial video games as evocative objects in classrooms","authors":"P. Lacasa, Rut Martínez Borda, S. Cortés","doi":"10.1504/IJSMILE.2014.064204","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.064204","url":null,"abstract":"From the theoretical perspective offered by socio-cultural psychology and the concept of evocative objects, the main goal of this paper is to explore what happened in a primary education classroom where digital objects (commercial video games and blogs) coexisted with more traditional objects such as notebooks. Adopting an ethnographic and action research point of view, we explored the conversations and practices that took place during the school year, when three consecutive workshops were organised around three commercial video games. We focus on one second year elementary school group and their teacher. Three main results were obtained. First, the number of references to notebooks, the internet and video games made by the participants differed depending on the role they played in the workshop. Second, mediated by evocative objects the children, the teacher and the researchers created several innovative scenarios in which specific abilities emerged in relation to particular video games. Finally, evocative objects were mediators in the collaborative situations arising in the classroom.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125448161","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 : 2014-08-11DOI: 10.1504/IJSMILE.2014.064215
Ruo Hui Chan, C. Quek
This literature review examines first and foremost the benefits and challenges faced in implementing blended learning (BL) in tertiary institutes. It also reviews the strategies deployed by institutes in implementing blended learning. The reported key benefits were the increased passing rates of learners, decreased drop-out rates from blended learning classes and the mutual beneficiaries between the learners and the institutes. Two challenges reported that were pedagogically related were the increased complexity in the instructions and the lack of institutional support. Strategies used for implementation were varied, ranging from use of change management process to using framework or guidelines, pointing to a need for further research to successful implementation strategies and framework.
{"title":"Benefits, challenges and strategies of implementing blended learning in tertiary institutes","authors":"Ruo Hui Chan, C. Quek","doi":"10.1504/IJSMILE.2014.064215","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.064215","url":null,"abstract":"This literature review examines first and foremost the benefits and challenges faced in implementing blended learning (BL) in tertiary institutes. It also reviews the strategies deployed by institutes in implementing blended learning. The reported key benefits were the increased passing rates of learners, decreased drop-out rates from blended learning classes and the mutual beneficiaries between the learners and the institutes. Two challenges reported that were pedagogically related were the increased complexity in the instructions and the lack of institutional support. Strategies used for implementation were varied, ranging from use of change management process to using framework or guidelines, pointing to a need for further research to successful implementation strategies and framework.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"43 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115973902","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 : 2014-08-11DOI: 10.1504/IJSMILE.2014.064205
J. Delello, R. McWhorter
This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of pre-experience and post-experience student surveys from two disciplines, education and business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a VCoP. Recommendations for future classroom use are given.
{"title":"Creating virtual communities of practice with the visual social media platform Pinterest","authors":"J. Delello, R. McWhorter","doi":"10.1504/IJSMILE.2014.064205","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.064205","url":null,"abstract":"This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of pre-experience and post-experience student surveys from two disciplines, education and business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a VCoP. Recommendations for future classroom use are given.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121627631","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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