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Journal Cover International Journal of Social Media and Interactive Learning Environments  
   [8 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  [391 journals]
  • Cognitive load theory meets the real world: worked examples on a
           popular homework help forum
    • Authors: Hongyuan Gao, Congqiang Xu, Chenwan Li
      Pages: 201 - 215
      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.
      Keywords: community question answering; cognitive load theory; CLT; homework help forums; mathematics help; student ratings; tutoring; worked solutions; coursework assistance; help quality; mathematics education
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 3 (2014) pp. 201 - 215
      PubDate: 2014-08-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.064208
      Issue No: Vol. 2, No. 3 (2014)
  • Creating virtual communities of practice with the visual social media
           platform Pinterest
    • Authors: Julie A. Delello, Rochell R. McWhorter
      Pages: 216 - 236
      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.
      Keywords: case studies; career development; communities of practice; Pinterest; social media; usability; visual technologies; visual literacy; Web 2.0; visual networks; virtual communities; online communities; web based communities; higher education; e-lea
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 3 (2014) pp. 216 - 236
      PubDate: 2014-08-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.064205
      Issue No: Vol. 2, No. 3 (2014)
  • Notebooks, blogs and commercial video games as evocative objects in
    • Authors: Pilar Lacasa, Rut Martinez-Borda, Sara Cortes
      Pages: 237 - 257
      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.
      Keywords: evocative objects; collaboration; multimedia; blogs; notebooks; commercial video games; primary education; digital objects; ethnography; elementary schools; internet; classroom
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 3 (2014) pp. 237 - 257
      PubDate: 2014-08-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.064204
      Issue No: Vol. 2, No. 3 (2014)
  • Establishing wiki design principles to advance wiki-based
           learning: an eye tracking study
    • Authors: Pilar Lacasa, Rut Martinez-Borda, Sara Cortes
      Pages: 258 - 270
      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.
      Keywords: wiki design; design principles; eye tracking; perceived usefulness; self-efficacy; wiki-based learning; wikis; student reading patterns
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 3 (2014) pp. 258 - 270
      PubDate: 2014-08-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.064206
      Issue No: Vol. 2, No. 3 (2014)
  • Research of the blog platform-assisted collaborative learning model in
           the teaching of 'micro-controller principles and applications'
    • Authors: Pilar Lacasa, Rut Martinez-Borda, Sara Cortes
      Pages: 271 - 284
      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.
      Keywords: blogs; collaborative learning; curriculum design; curriculum evaluation; microcontrollers; optoelectronics; engineering education; teamwork; higher education
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 3 (2014) pp. 271 - 284
      PubDate: 2014-08-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.064207
      Issue No: Vol. 2, No. 3 (2014)
  • Benefits, challenges and strategies of implementing blended learning in
           tertiary institutes
    • Authors: Ruo Hui Chan, Choon Lang Quek
      Pages: 285 - 300
      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.
      Keywords: benefits; blended learning; challenges; implementation strategies; tertiary institutes; instruction complexity; institutional support; change management; tertiary education
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 3 (2014) pp. 285 - 300
      PubDate: 2014-08-08T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.064215
      Issue No: Vol. 2, No. 3 (2014)
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