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Journal Cover   International Journal of Social Media and Interactive Learning Environments
  [9 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2050-3954 - ISSN (Online) 2050-3962
   Published by Inderscience Publishers Homepage  [403 journals]
  • Using social media to develop personal learning environments and
           self-regulated learning skills: a case study
    • Pages: 163 - 183
      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.
      Keywords: social media; personal learning environments; PLEs; self-regulated learning; SRL; formal learning; informal learning; instructional design; learning skills; case study; goal setting; task strategies; self-monitoring; self-evaluation; intrinsic motivati
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 3 (2015) pp. 163 - 183
      PubDate: 2015-10-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.072300
      Issue No: Vol. 3, No. 3 (2015)
  • Use of iPad for teaching and learning: a review of the literature
    • Pages: 184 - 199
      Abstract: The use of iPad in schools is increasingly prevalent. However, being a new technology, there is a need to ascertain how best the iPad could be leveraged on to enhance teaching and learning. This paper aims to find out students' and teachers' experiences in using the iPad for teaching and learning. For this purpose, 18 empirical, peer-reviewed articles were read to investigate the perceptions of students and teachers on the use of the iPad. While the iPad is found to enhance learning and teaching processes, provide seamless learning spaces and increase time for learning due to better productivity, tensions arise due to the distraction posed by the device, disparity in students and teachers views on its use and the need for teachers to change their roles when teaching and learning with the iPad. Considerations for better integration of the iPad in teaching and learning include providing adequate technical support and time for initial iPad familiarisation and focusing the professional development for teachers to build their skills, knowledge and attitudes towards the use of the iPad.
      Keywords: iPad; educational technology; tensions; schools; student perceptions; teacher perceptions; device limitations; integration considerations; social media; interactive learning environments; teaching and learning; literature review; e-learning; electronic learni
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 3 (2015) pp. 184 - 199
      PubDate: 2015-10-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.072291
      Issue No: Vol. 3, No. 3 (2015)
  • Transformed framings on Facebook: students' diverse linguistic
           repertoires in the context of practicing English as a second language
    • Pages: 200 - 218
      Abstract: The aim of this case study is to develop knowledge of social media as spaces for practicing mundane communication in a second language. A Facebook group was implemented, as part of English as a second language learning in secondary school classes, in Colombia, Finland and Sweden. Analytically, the study draws on sociocultural perspectives on learning, and adopts the concepts of framing and carnival. The results show that the students continuously re-frame the communication by using diverse linguistic repertoires. The students orient towards primary frameworks of second language learning but the framing of the communication is also transformed or keyed in line with their out-of-school social media vernacular into a kind of socialisation or carnivalesque mundane chatting. By reflecting on evolving social literacy practices and reconsidering traditional institutional language learning perspectives, social media interactions are considered to enable the students to practice a communication of their everyday vernacular in a second language.
      Keywords: social media; English as a second language; framing; primary frameworks; keying; Goffman; carnival; Bakhtin; Facebook; linguistic repertoires; evolving literacies; case study; interactive learning environments; language learning; secondary education; Colombia; Finla
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 3 (2015) pp. 200 - 218
      PubDate: 2015-10-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.072299
      Issue No: Vol. 3, No. 3 (2015)
  • A literature review on mobile learning
    • Pages: 219 - 229
      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.
      Keywords: mobile learning; m-learning; literature review; mobile technology; mobility; collaborative learning; interaction
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 3 (2015) pp. 219 - 229
      PubDate: 2015-10-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.072266
      Issue No: Vol. 3, No. 3 (2015)
  • A case study of using LinkedIn for professional development
    • Authors: Eng Li Yap, Qiyun Wang
      Pages: 230 - 247
      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.
      Keywords: social networking sites; SNS; social media; Web 2.0 learning; LinkedIn groups; professional development; professional use; constructivist learning theory; communities of practice; CoP; networks of practice; resource sharing; instructional design; e-learning; e
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 3 (2015) pp. 230 - 247
      PubDate: 2015-10-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.072295
      Issue No: Vol. 3, No. 3 (2015)
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