Analysis of Collaborative Learning in Filmed Role Play on Social Media: A Case of Hospitality Students

2017 ◽  
pp. 257-271
Author(s):  
Gemala Garibaldi
Keyword(s):  
Social Media ◽  
Collaborative Learning ◽  
Role Play ◽  
Hospitality Students

Rethinking Reusability

2013 ◽  
pp. 129-138
Author(s):  
Sandra Wills
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Role Play ◽  
Learning Objects ◽  
Reusable Learning Objects ◽  
History Of

This chapter provides the results of a study that tracked the use of fifty-three online role-plays in Australian higher education over the period 1990–2006, calculating that forty-five of these were a reuse of another role-play. Most reused the design of another role-play (82%) whereas only a handful reused a role-play itself (18%) which confirms the relevance of learning designs as a reusability construct but raises concerns about learning objects. The instances of reuse of the same role-play involved four role-plays which were analyzed in more detail. This fuller history of reuse post-2006 provided a rich sample for: Exploring issues around what is meant by “reuse,” describing factors that could improve the design of reusable learning objects (RLOs). The implications from this study apply in particular to RLOs that involve active, authentic and collaborative learning such as online role-plays.

scholarly journals Towards Understanding Collaborative Learning in the Social Media Environment

Organizacija ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 100-107 ◽  
Author(s):  
Mirjana Kljajić Borštnar
Keyword(s):  
Social Media ◽  
Collaborative Learning ◽  
Learning Process ◽  
Collaborative Work ◽  
Group Support Systems ◽  
Private Life ◽  
Collaborative Problem Solving ◽  
Media Environment ◽  
The Social ◽  
Information And Communication

Towards Understanding Collaborative Learning in the Social Media Environment‘Social media’, ‘Web 2.0’, ‘collaborative learning’ and user co-creation are just some of the terms that describe changes in the role of information and communication technology (ICT) in business, private life and society. The changing face of ICT has finally brought about the fulfilment of the term ‘Information Society’ and made an important impact on many fields of research, including collaborative learning. The effective use of ICT in support of group collaboration has been researched and discussed. The effectiveness was attributed to systematically organized and facilitated processes. Nevertheless, the results are not always better when group support systems (GSS) are used in comparison to face-to-face work. In contrast to the well-organized GSS-supported learning process, the social media environment is non-structured, rule-free and even chaotic. In this paper, we research the possibilities of eliciting group knowledge in the group-learning process in a social media environment. A total of 24 students assigned into three groups participated in the three-week long study. Their task was to solve a given research topic by solely using an unfamiliar social media environment and to present their findings after three weeks. Students were observed in their natural learning environment (school, home, the Flowr virtual environment), and their attitudes on collaborative work using social media tools were measured with a questionnaire at the end of the study. The results suggest that non-structured social media environment stimulates self-management of the group. Some insights into trust, motivation and conflicts in the collaborative problem solving are discussed.

scholarly journals Hospitality Students’ Group Learning Engagement with Social Media – A Malaysia Case

2020 ◽  
Vol 10 (3) ◽  
pp. 259-265
Author(s):  
Jianyao Li ◽  
◽  
Chiaki Ohara
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Collaborative Group ◽  
Hospitality Students ◽  
University Courses ◽  
Adolescents And Adults ◽  
Personal Use ◽  
Use Of Social Media ◽  
Group Engagement

Millions of young contemporary adolescents and adults use social networking sites. However, little has been revealed about how much, why, and how the personal use of such sites relate to social media use for purposes besides belonging to Internet communities. This research aims to explore whether a relationship exists between the personal use of Social Media and hospitality students’ group engagement; thus shedding light to what retains connectedness and engagement for hospitality students working in groups in the more prominent educational area of Malaysia. 300 undergraduate students in hospitality program completed a three-section questionnaire. The results indicate that Facebook is dominantly perceived by students as a social network in Malaysia that is solely utilized for personal reasons albeit the fact students were found to utilize Facebook as a tool for collaborative group work purposes. Implications for further research are discussed to stress on more in-depth exploration that is necessary to provide a more substantial scope with regards to the use of social media and the group engagement of hospitality students undertaking a broad range of university courses in Hospitality field.

scholarly journals Impact of WhatsApp Interaction on Improving L2 Speaking Skills

2020 ◽  
Vol 15 (03) ◽  
pp. 250
Author(s):  
Sherine Akkara ◽  
V Surya Seshagiri Anumula ◽  
Mallikarjuna Sastry Mallampalli
Keyword(s):  
Social Media ◽  
Second Language ◽  
Second Language Acquisition ◽  
Collaborative Learning ◽  
Informal Learning ◽  
Instant Messaging ◽  
Target Language ◽  
L2 Speaking ◽  
The Impact ◽  
Speaking Skills

Mobile Assisted Language Learning (MALL) not only provides access to authentic learning resources and facilitates second language (L2) learning anytime and anywhere but also offers scope for informal learning beyond the classroom. Social media with instant messaging and multi-modal communication and information sharing provide platforms for interaction with peers and collaborative learning to hone their L2 skills. There is little research on informal learning through WhatsApp in enhancing L2 speaking skills. This paper studies the impact of interaction and informal learning in a WhatsApp group on improving a) fluency and coherence, b) lexical resource, c) grammatical range and accuracy and d) pronunciation which form the criteria for assessing speaking skills in IELTS. It also studies how participants perceive the changes in their speaking skills based on the band descriptors of IELTS. Mixed methods approach was adopted to obtain data from the group consisting of mixed ability participants (n=110) with pre and post speaking assessments and pre and post surveys. The participants were given collaborative learning activities and problem solving tasks at regular intervals for over two semesters. The results indicated statistically significant difference in their speaking skills and considerable change in their perceptions. The study has implications for both teachers and researchers of second language acquisition (SLA) for incorporating social media for interaction in the target language beyond the classroom.

scholarly journals Coordinated Implicitly? An Empirical Study on the Role of Social Media in Collaborative Learning

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Xi Zhang ◽  
Hui Chen ◽  
Patricia Ordóñez de Pablos ◽  
Miltiadis D. Lytras ◽  
Yongqiang Sun
Keyword(s):  
Social Media ◽  
Information Processing ◽  
Collaborative Learning ◽  
Memory Systems ◽  
Research Report ◽  
Social Connection ◽  
Implicit Coordination ◽  
Practical Implications ◽  
Activity Information

<p class="3">As social media is widely adopted in collaborative learning, which places teams in a virtual environment, it is critical for teams to identify and leverage the knowledge of their members. Yet little is known about how social media influences teams to coordinate their knowledge and collaborate effectively. In this research, we explore the roles of two kinds of social media activity – information processing and social connection in teamwork – by applying communication and transactive memory systems (TMSs) as the mechanisms of explicit and implicit coordination respectively. We test this model using partial least squares (PLS) method by treating team as the unit of analysis. Drawing on the data from a study that involves 40 teams of graduate students performing a complex research report over eight weeks, we find that both TMSs and communication can significantly improve teamwork outcomes, and communication can help teams to better coordinate implicitly. With regard to social media activities, the results reveal that both information processing and social connection can enhance the level of TMSs; however, only social connection is positively related to communication. Unfortunately, information processing cannot significantly strengthen communication quality. The possible reasons are discussed and some theoretical and practical implications are also put forward.</p>

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