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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  [434 journals]
  • Effects of forum-based online peer assessment on students'
           academic performance
    • Authors: Yu Zhang, Pingxiu Niu, Lu Cui, Fengling Zhou, Wenjun Zhao
      Pages: 269 - 277
      Abstract: As one of formative assessment strategies, peer assessment has become a hot topic in the instructional evaluation field. This research designed the peer assessment (PA) rule based on instructional objectives so that students could use it to evaluate others' works explicitly, and apply the PA strategy in the course of Educational Technology Research Methods in Central China Normal University. An Experimental study was conducted to compare the impact of traditional teachers' evaluation and the network forum PA on students' outcomes. Finally, a questionnaire and an interview were designed to investigate students' perceptions of PA in the experimental group. The results showed that online PA could improve students' academic performance and also reduce or increase cognitive load, and students keep a positive attitude towards forum-based assessment.
      Keywords: network forum; peer assessment; formative assessment
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 5, No. 4 (2017) pp. 269 - 277
      PubDate: 2018-04-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2017.090976
      Issue No: Vol. 5, No. 4 (2018)
       
  • A review of blended synchronous learning
    • Authors: Yu Zhang, Pingxiu Niu, Lu Cui, Fengling Zhou, Wenjun Zhao
      Pages: 278 - 291
      Abstract: This paper reviews the main benefits and challenges teachers, students and institutes may face while using blended synchronous learning and some possible strategies to overcome them. This paper also looks at the main factors to consider for designing effective blended synchronous learning. For example, having common display across all users, choosing a suitable platform and features, modes of blended synchronous learning. Strategies like: enhancing students' and teachers' e-learning competence, explaining the structure of the course to students, teachers' preparation and delivery of lessons and support from various parties, can be used to effectively carry out blended synchronous learning.
      Keywords: blended synchronous learning; blended learning; benefits of blended synchronous learning; challenges of blended synchronous learning; effective blended synchronous learning
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 5, No. 4 (2017) pp. 278 - 291
      PubDate: 2018-04-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2017.090977
      Issue No: Vol. 5, No. 4 (2018)
       
  • Investigating the effect of coopetition designs on students' perceived
           social support in collaborative learning
    • Authors: Xinghua Wang, Qiyun Wang
      Pages: 292 - 311
      Abstract: Social support is often related to successful problem-solving and enhanced achievement. However, limited research on it has been conducted in collaborative learning settings, where research attention has been primarily placed on sophisticated technologies and cognitive domains. Considering existing problems in collaborative learning, including low levels of individual accountability and free rider issues, and the importance of social support and coopetition for collaborative learning, this study investigated the effect of coopetition designs on the development of social support in collaborative learning. A quasi-experiment was conducted in the naturalistic learning setting to explore effects of zero-sum coopetition, social-comparison coopetition, and the collaboration-only design on three subscales of social support (emotional, esteem, and informational social supports). The findings indicated that the two coopetition designs surpassed the collaboration-only design in strengthening social support and academic performance. Social-comparison coopetition further outperformed zero-sum coopetition.
      Keywords: social support; coopetition; collaborative learning; competitive learning
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 5, No. 4 (2017) pp. 292 - 311
      PubDate: 2018-04-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2017.090979
      Issue No: Vol. 5, No. 4 (2018)
       
  • Factors affecting students' satisfaction in blended learning: the
           study of 'the cloud classroom' platform
    • Authors: Zhou Ying, Wang Ke, Li Hao, Zhao Yongfeng
      Pages: 312 - 325
      Abstract: With the advent of the digital age, information technology has been widely applied in the field of education. It makes the teacher change the traditional teaching media environment of the blackboard and chalk into the multimedia classroom, e-learning, online courses; MOOC platform and other blended learning modes. As blended learning has become an important practice in universities and colleges all over the world, it has also led to growing concern about its design and application. The cloud classroom platform is a learning management system developed by Central China Normal University. This study investigates the factors affecting students' satisfaction in the blended environment. Analysis of the questionnaires from the students in 29 departments shows that there is a high satisfaction rate from the students, and most students like the blended learning environment. The result also shows that students' satisfaction is closely related to e-learning adaptability, perceived usefulness, and timely responses from the teachers, perceived ease of use and course applicability.
      Keywords: blended learning; students' satisfaction; factors affecting
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 5, No. 4 (2017) pp. 312 - 325
      PubDate: 2018-04-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2017.090984
      Issue No: Vol. 5, No. 4 (2018)
       
  • Active user or lurker? A phenomenological investigation of graduate
           students in social media spaces
    • Authors: Zhou Ying, Wang Ke, Li Hao, Zhao Yongfeng
      Pages: 326 - 340
      Abstract: This phenomenological study describes instructional design (ID) graduate students' perceptions of their programs' social media spaces. Ten graduate students were recruited for participation in this investigation. Data sources included individual interviews. The researcher conducted a phenomenological data analysis seeking to grasp and elucidate the meaning, structure, and essence of the graduate students' participation in the social media spaces. In summary, the results of this investigation show that graduate students access resources from each other, feel as part of a community, enjoy reading others' views and perspectives about the field, and experience moments of informal learning while participating in the social media spaces of their graduate programs. However, graduate students also have concerns regarding these social media spaces' impact on privacy, time management, and distraction.
      Keywords: informal learning; social media; graduate students; virtual communities; networking; instructional design; graduate education; higher education
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 5, No. 4 (2017) pp. 326 - 340
      PubDate: 2018-04-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2017.090975
      Issue No: Vol. 5, No. 4 (2018)
       
 
 
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