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Journal Cover International Journal of Social Media and Interactive Learning Environments
  [11 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  [427 journals]
  • Viability of using Twitter to support peer instruction in teacher
    • Authors: Tian Luo, Danielle E. Dani, Li Cheng
      Pages: 287 - 304
      Abstract: This paper reports on a case study in which Twitter served as a backchannel to mediate and support the peer-teaching activity in a face-to-face teacher education course. Surveys and interviews were utilised to understand the effectiveness of the Twitter integration and students' perceived learning in a Twitter-supported peer teaching environment. Tweets were used to determine how preservice teachers used Twitter to support peer instruction. Most students were able to use the Twitter platform to produce and retrieve peer feedback, while some encountered technical difficulties. Our current analysis suggests the Twitter-based peer feedback was moderately successful in this peer teaching activity. There exists a large variability of students' perceptions towards Twitter as a tool to support the delivery and reception of peer feedback.
      Keywords: microblogging; Twitter; peer instruction; Web 2.0; social media; teacher education; case study; student perceptions; tweets; preservice teachers; peer feedback
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 4 (2016) pp. 287 - 304
      PubDate: 2017-01-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.081280
      Issue No: Vol. 4, No. 4 (2017)
  • 'TweetBoard' - a case study of developing a micro-blogging
           platform for higher education
    • Authors: Joyce Hsu Shao Cheh, Kok Siew Benjamin Gan, Lee Jin, Sheryl Lim Shu Hui, Jeremy Lim Xie Yan, Thomas Menkhoff, Sherman Tan Si Xian, C. Jason Woodard, Yap Qiu Cheng
      Pages: 305 - 318
      Abstract: This paper reports experiences made at an Asian university in developing a social media platform based on Twitter in the context of a final year capstone project where information systems management students get an opportunity to solve 'a real-world problem for a real client'. In this case study, the challenge was provided by a faculty member's request for an interactive social media application which engages less outspoken students in class via a social medium they are familiar with: Twitter. We reconstruct the project's evolution; describe the main features of the application called 'TweetBoard' and share lessons learned in developing a new pedagogical micro-blogging tool in support of students' learning.
      Keywords: Twitter; microblogging; higher education; blended learning; pedagogy; Singapore; case study; social media; information systems; information management
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 4 (2016) pp. 305 - 318
      PubDate: 2017-01-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.081272
      Issue No: Vol. 4, No. 4 (2017)
  • Integrating mobile devices into the classroom: a qualitative case study of
           a faculty learning community
    • Authors: Devshikha Bose, Patrick R. Lowenthal
      Pages: 319 - 332
      Abstract: Despite the pedagogic affordances of mobile devices, many instructors are not prepared to effectively integrate them into their courses. Boise State University has developed a program to support faculty in the innovative use of mobile devices in the classroom. This qualitative case study documents instructors' experiences and perceptions of integrating mobile devices in their courses. Themes under investigation were the impact of mobile devices on teaching practice, student learning, and course learning outcomes. Results indicate that instructors used mobile devices to create content, communicate, store, and share information. Assignments were modified to take advantage of mobile devices, digital fluency was increased, and assessment strategies were altered. Instructors reported an increase in students' digital fluency, communication, and active learning. Perceived impact on course learning outcomes, though, was mixed. Implications of this study are discussed, including recommendations for faculty development and ideas for instructional integration of mobile devices.
      Keywords: mobile learning; m-learning; mobile devices; digital fluency; faculty development; technology integration; qualitative case study; learning communities; iPads; social presence; higher education; instructor experiences; instructor perceptions; teaching practic
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 4 (2016) pp. 319 - 332
      PubDate: 2017-01-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.081275
      Issue No: Vol. 4, No. 4 (2017)
  • Investigating the barriers to technology integration in the Singaporean
           junior colleges
    • Authors: Devshikha Bose, Patrick R. Lowenthal
      Pages: 333 - 349
      Abstract: This survey examines the perceptions of 27 teachers on the barriers to technology integration (pedagogical beliefs, technology beliefs, school level, and system level factors) to support the implementation of interactive-constructive learning activities within constructivist pedagogical approaches to enhance the teaching and learning of mathematics in the Singapore-Cambridge General Certificate of Education Advanced Level course. Several barriers were identified and their possible relationships are discussed with implications to strategies which can help foster an environment that supports teachers' decisions to integrate technology. Further research directions are discussed together with the findings and limitations of the study.
      Keywords: Singapore; junior colleges; mathematics education; technology integration; barriers; ICAP framework; pedagogical beliefs; technology beliefs; school level factors; system level factors; interactive-constructive learning
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 4 (2016) pp. 333 - 349
      PubDate: 2017-01-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.081263
      Issue No: Vol. 4, No. 4 (2017)
  • Investigating the barriers affecting integration of ICT for teaching and
           learning in schools
    • Authors: Devshikha Bose, Patrick R. Lowenthal
      Pages: 350 - 363
      Abstract: This article identifies three barriers to the integration of ICT for teaching and learning in schools. The first order barriers identified are external factors which affect teachers. This includes the lack of adequate infrastructure, leadership, organisational, technical and administrative support, time to plan and execute the lesson as well as students' competency. Second order barriers are intrinsic factors affecting teachers' integration of ICT. They include beliefs about teaching and learning conventional classroom practices and the readiness to accept changes. They are more difficult to deal with as the process of eliminating these barriers often involves a challenge to personal and deeply rooted thinking. Studies (Chai et al., 2013; Tsai and Chai, 2012) suggested that the presence of a third order barrier is the reason why removal of first and second order barriers did not result in successful ICT integration. This third order barrier is teachers' lack of design thinking to tackle the 'wicked problem' of ICT integration. This article concludes with suggested strategies to overcome the third order barrier and a proposed research study.
      Keywords: ICT integration; teaching and learning; integration barriers; third order barriers; design thinking; wicked problem; Singapore; schools; information and communications technology; information technology; infrastructure; leadership; organisational support; technic
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 4 (2016) pp. 350 - 363
      PubDate: 2017-01-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.081281
      Issue No: Vol. 4, No. 4 (2017)
  • An investigation of the use of mobile devices for learning in Singapore
    • Authors: Wing Sum Cheung, Khe Foon Hew, Siew Lian Chua
      Pages: 364 - 374
      Abstract: Given the rapid increasing functional features of mobile devices, there are increasing interests of preschool educators and researchers in engaging students with mobile learning. The purpose of this study is to investigate how preschool educators and parents in Singapore perceive the values of using smart mobile devices for learning in preschools, and what are their perceptions toward the potential use of mobile devices as learning tools in preschools and if 'bring your own device' (BYOD) model is implemented, what are their opinions and concerns towards this new initiative. This study used questionnaire survey and interview to collect relevant information for the investigation. Its findings would capture true experiences showcasing the actual and potential use of smart mobile devices for learning by preschoolers. The critical role that preschool principals, teachers and parents should play in integrating these smart mobile devices in their daily activities for learning were discussed and emphasised.
      Keywords: mobile devices; pre-schoolers; preschool education; bring your own device; BYOD; Singapore; mobile learning; m-learning; smart devices
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 4 (2016) pp. 364 - 374
      PubDate: 2017-01-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.081274
      Issue No: Vol. 4, No. 4 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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Fax: +00 44 (0)131 4513327
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