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Journal Cover International Journal of Social Media and Interactive Learning Environments
   [7 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  [385 journals]
  • Twitter's capacity to support collaborative learning
    • Authors: Dietmar Sternad, Alexander Schwarz-Musch
      Pages: 103 - 118
      Abstract: Like other social media, the microblogging service Twitter appears to offer affordances for collaborative learning. This study investigated the required use of Twitter as part of a face-to-face, undergraduate teacher education class. Data included student and instructor Twitter activities, an end-of-semester survey of students' perspectives on their use of Twitter, and a focus group. Participants noted several benefits to Twitter use in the course, including enabling communication and interaction within the class and with the professional education community. Twitter facilitated connectedness and resource sharing that was collaborative in nature, and functioned as one of several tools students utilised for collaboration. Recommendations are given regarding the use of microblogging in education and future research.
      Keywords: Twitter; microblogging; collaboration; collaborative learning; social media; social networking; connectedness; teacher education; cooperation; technology affordances; resource sharing; higher education
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 2 (2014) pp. 103 - 118
      PubDate: 2014-07-14T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.063384
      Issue No: Vol. 2, No. 2 (2014)
       
  • Learning through collaboration: video game wikis
    • Authors: Dietmar Sternad, Alexander Schwarz-Musch
      Pages: 119 - 133
      Abstract: The wiki, wherein community-spirited players meticulously document their gaming experiences for the benefit of others, from simple guides to complex theories and strategies, has become the de facto online reference medium for video game players. This study sought to examine how players learn from one another about the systems that underpin their favourite games and how they engaged with social media - wikis, in particular - to facilitate this collaborative learning. It is argued that in collating, synthesising and disseminating the often complex behaviours observed in a modern video game, the wiki author is displaying academic proficiency in a non-academic field. Drawing on a series of interviews with gaming wiki contributors and users, the practices of those engaged in using gaming wikis are discussed, together with an account of the research methods used. In undertaking such research, a number of challenges and concerns were encountered: these, too, are described.
      Keywords: video games; gaming wikis; collaborative learning; game-based learning; social media; learning environments; research methods; video game research; dark souls; meta-games; collaboration; gaming experiences
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 2 (2014) pp. 119 - 133
      PubDate: 2014-07-14T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.063385
      Issue No: Vol. 2, No. 2 (2014)
       
  • Collaborative learning via Web 2.0 tools in adult education:
           predicting learner satisfaction by off-task interaction and social
           feedback
    • Authors: Tina Ganster, Nicole Sträfling, Sophia A. Grundnig, Nicole C. Krämer
      Pages: 134 - 152
      Abstract: Learner interaction is a crucial prerequisite for successful learning with Web 2.0. Active participation and learner-centred approaches represent a paradigm shift (from instructional learning to explorative learning), allowing for social and group dynamics that affect learner satisfaction. In the present paper, we compare the content of interaction between learners for two runs of the same course (in which learners collaborated via Web 2.0 tools) that were evaluated differently in terms of learner satisfaction. Textual content generated within the courses was subjected to discourse analysis. Analysis categories were tone and topic of the interaction, use of emoticons and different forms of social feedback. In the more satisfying course, the interaction was more positive, more focused on off-task interaction and there was more social feedback between learners, suggesting these aspects might be important predictors for learner satisfaction. Implications for teachers of Web 2.0 courses as well as for future research are discussed.
      Keywords: Web 2.0 learning; computer-supported collaborative learning; CSCL; learner satisfaction; sociability; explorative learning; adult education; discourse analysis; social feedback; off-task interaction; adult education
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 2 (2014) pp. 134 - 152
      PubDate: 2014-07-14T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.063386
      Issue No: Vol. 2, No. 2 (2014)
       
  • A comparison of engagement and interaction among university distance
           learning students
    • Authors: Samantha Tackett, Kelly Moore Torres
      Pages: 153 - 169
      Abstract: When facilitating instruction in distance learning environments, educators are presented with challenges in student motivation and development of community. We used a mixed-method approach to analyse the interaction patterns and quality of discussion among distance learning college students who used two different course tools to complete assignments. Six patterns of discussion emerged from the posts: agreement, disagreement, countering, belief, statement, and re-state. We used a five-point scale to assess the quality of students' posts. The student posts from VoiceThread™ (VT) assignments had higher quality scores and higher frequency of countering and belief statements. Whereas, the student posts from discussion board (DB) assignments had lower quality scores and a higher frequency of re-statement and agree statements. Student feedback regarding the use of the VT tool was positive. Additional analysis of using the VT tool with different types of assignments and in other online courses is necessary.
      Keywords: asynchronous; distance learning; interaction patterns; online discussion; peer interaction; student engagement; text-based interaction; VoiceThread™; Web 2.0 tools; universities; higher education; e-education; electronic education
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 2 (2014) pp. 153 - 169
      PubDate: 2014-07-14T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.063387
      Issue No: Vol. 2, No. 2 (2014)
       
  • If you cannot beat them, join them: using social media as an active
           learning tool
    • Authors: Sharmin Attaran, Stefanie L. Boyer, Christine M. Mitchell
      Pages: 170 - 181
      Abstract: This article addresses the common concerns faculty face in the classroom - students are addicted to technology and social media. Rather than banning social media from the classroom, instructors can implement its use as an active learning tool to increase engagement related to the course content in learning communities of peers, experts and organisations. This article provides an example of how to use social media in a sustainability marketing university course offering and explores how social media impacts attitudes, behaviours, and knowledge related to course content. Sustainability knowledge and behaviours significantly increased (p < 0.000; p = 0.003) after social media was implemented in the course offering. In addition, students attitudes toward practicing sustainability, reducing consumption, and being ecofriendly significantly increased (p = 0.013; p < 0.000; p = 0.002) based on pre and post class measures.
      Keywords: social media; engagement; cognitive dissonance; active learning; technology; microblogs; sustainability marketing; higher education
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 2 (2014) pp. 170 - 181
      PubDate: 2014-07-14T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.063401
      Issue No: Vol. 2, No. 2 (2014)
       
  • YELLing for collaborative learning in teacher education: users'
           voices in the social platform LearnWeb2.0
    • Authors: Maria Bortoluzzi, Ivana Marenzi
      Pages: 182 - 198
      Abstract: The community platform Young English Language Learners and Teen English Language Learners (YELL/TELL) was developed to respond to the needs of collaboration and sharing among trainee teachers, school teachers, teacher trainers and researchers in the field of language learning for English as second language (L2) and English as foreign language (EFL). The social community YELL/TELL, supported by the LearnWeb2.0 platform, has the aim to encourage professional collaboration among trainees, teachers of different schools and teacher educators in pre-service and in-service training. Lifelong learning is promoted on the basis of sharing resources, commenting and reflecting on them in the spirit of open educational practices and free resources, offering support, ideas, and competences for teaching English as L2. Within the framework of reflective socio-constructivism and multiliteracies, this paper discusses the YELL case study as a peer-training and open professional community.
      Keywords: social platforms; social communities; YELL/TELL; LearnWeb2.0; social searching; resource sharing; peer-teacher education; Open Educational Resources; OER; co-constructed knowledge; teacher training; collaboration; multiliteracies; lifelong learning; En
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 2 (2014) pp. 182 - 198
      PubDate: 2014-07-14T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.063402
      Issue No: Vol. 2, No. 2 (2014)
       
 
 
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