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Journal Cover   International Journal of Social Media and Interactive Learning Environments
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   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2050-3954 - ISSN (Online) 2050-3962
   Published by Inderscience Publishers Homepage  [401 journals]
  • Twitter in the collaborative classroom: micro-blogging for
           in-class collaborative discussions
    • Authors: Emma Mercier, Julie Rattray, Janet Lavery
      Pages: 83 - 99
      Abstract: While small group discussion during undergraduate classes is an important pedagogic strategy, there are two primary concerns for instructors - how to monitor the conversation that goes on within groups and how to ensure that ideas that emerge within the groups become part of the classroom discourse. In this paper, we describe a design-experiment conducted in two sections of the same undergraduate education class, exploring the use of Twitter and a shared display of the Twitter-chat, to address these issues. We describe three iterations of the use of Twitter in the classes and our reflections on how it influenced the teaching experience. Data from student surveys indicates that students had minimal experience using Twitter for academic activities prior to participation in this class and that they felt Twitter was a valuable tool to support their in-class learning activities. The teaching team found that the use of Twitter kept students on task and focused on the activity, but expressed some concern about the depth of engagement with ideas during the task.
      Keywords: Twitter; CSCL; collaborative learning; microblogging; higher education; technology enhanced learning; social media; interactive learning environments; higher education; undergraduate education; educational technology; shared display; student engagement
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 2 (2015) pp. 83 - 99
      PubDate: 2015-07-24T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.070764
      Issue No: Vol. 3, No. 2 (2015)
       
  • Facebook research from educational technology perspective: analysis of
           doctoral dissertations in US universities
    • Authors: Emma Mercier, Julie Rattray, Janet Lavery
      Pages: 100 - 116
      Abstract: Facebook has been growing exponentially as a dominant social networking site among users including students, teachers and administrators in the schools to faculty and administrative staff members in the universities. In recent years, the use of Facebook as an educational technology tool ignites frequent discussion among educators and researchers alike in academia. This study analyses doctoral dissertations on Facebook research submitted to the universities in the USA. It identifies major categories and topics, describes trends and discusses gaps in the research area from educational technology perspectives. The study selects 15 doctoral dissertations and analyses their research aims, methodologies and findings. The study proposes four overlapping categories namely, Facebook as a tool, Facebook effects, Facebook usage and privacy and disclosure. The analysis reveals that Facebook research in educational technology is still largely exploratory, using diverse theories.
      Keywords: Facebook effects; Facebook usage; privacy; disclosure; review; educational technology; social networks; university research; higher education; doctoral dissertations; USA; United States; social networking sites; SNS
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 2 (2015) pp. 100 - 116
      PubDate: 2015-07-24T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.070761
      Issue No: Vol. 3, No. 2 (2015)
       
  • Creation of an online public speaking class using web-conferencing
    • Authors: Cara L. Cotellese, Mary Ellen Bornak, Georglyn Davidson
      Pages: 117 - 125
      Abstract: The increase in demand for online degree programs has prompted the redevelopment of traditional face-to-face classes for online. This paper reviews the use of web conferencing to teach a 100% online public speaking class. It reviews the current state of public speaking as a required course in two and four-year degree programs, explains the design, victories, challenges and experiences of the integration of web conferencing into this course, and discusses adapting this traditional face-to-face course to 100% online.
      Keywords: online public speaking; web conferencing; face-to-face classes; online learning; e-learning; electronic learning; curriculum redevelopment; curriculum design; online degree programmes; higher education
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 2 (2015) pp. 117 - 125
      PubDate: 2015-07-24T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.070772
      Issue No: Vol. 3, No. 2 (2015)
       
  • Collaborative video blended learning for exercising higher-order
           thinking - evaluation using community of inquiry framework
    • Authors: Cara L. Cotellese, Mary Ellen Bornak, Georglyn Davidson
      Pages: 126 - 141
      Abstract: This paper presents findings from an examination of different learning experiences in students engaged in intercultural learning activities in a collaborative blended learning environment using video sharing, within a university foreign language course. Learning experience in the video collaborative blended learning environment was evaluated using community of inquiry framework, focusing on cognitive presence in students with different cultural backgrounds. It was hypothesised that multicultural experience would enhance cognitive presence, as profound life experience could fuel higher-order thinking. The results of an in-depth analysis of diaries kept by six students (two international students, two local students with Asian background, and two local students with a relatively monocultural background) indicated that while prior intercultural experience of individual students plays a key role, both teaching presence and social presence also affect the exercise of higher-order thinking.
      Keywords: communities of inquiry; CoI; collaborative learning; video sharing; blended learning; higher-order thinking; intercultural learning; learning experience; social media; interactive learning environment; cognitive presence; social presence; teaching presence; f
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 2 (2015) pp. 126 - 141
      PubDate: 2015-07-24T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.070763
      Issue No: Vol. 3, No. 2 (2015)
       
  • Students' use of the internet and social networking sites for learning
           at Sultan Qaboos University
    • Authors: Ali Sharaf Al Musawi, Mohammed E. Ammar
      Pages: 142 - 161
      Abstract: Students increasingly use the internet and social networking sites but there is little research evidence of its use in fields of learning, specifically in the Arab educational environment. This study therefore investigates students' use of the internet and social networking sites for learning activities and games at the Omani Sultan Qaboos University. To achieve the purpose of the study, a survey questionnaire was developed as the main research instrument. The tests for validity and reliability were conducted during a pilot study. The questionnaire was then administered to the study sample, which was purposive and included (73) educational technology course students who were aware of advanced media including social networking sites. Findings show that the internet and e-mail are frequently used by students, wireless connections and mobile technologies spread quickly among the students and students use search engines for educational purposes. Two research hypotheses were rejected and a third one was accepted. Conclusions and recommendations were then drawn.
      Keywords: social networking sites; SNS use; Oman; higher education; internet usage; student use; educational technology; e-learning; electronic learning; online learning; university students
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 2 (2015) pp. 142 - 161
      PubDate: 2015-07-24T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.070775
      Issue No: Vol. 3, No. 2 (2015)
       
 
 
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