scholarly journals Applying networked learning to improve learner interactions: A new paradigm of teaching and learning in ODL

2013 ◽  
Vol 8 (2) ◽  
pp. 67-85 ◽  
Author(s):  
Tung Lai Cheng
Keyword(s):  
Social Media ◽  
Distance Education ◽  
Distance Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Networked Learning ◽  
Primary Role ◽  
New Paradigm ◽  
Learning Platform

Historically, much of online distance education has been plagued by issues such as a lack of participant interaction from learner-to-learner or learner-to-instructor. With the development of Web 2.0 and the recent emergence of social media sites, there are new opportunities for distance learners to practise 21st-century skills in collaboration, knowledge sharing and developing critical thinking. General interest regarding networked learning pedagogies has shifted to the use of social media tools as a replacement tool to enhance student learning in the Web 2.0 environment. The integration and use of social networking technology as a distance learning platform seems to hold promise for the distance learning mode. Many distance education institutions have traditionally employed a learning management platform (LMS), which in a broad sense does promote a certain exchange of information between learners. However, these platforms suffer from not performing in "real time" and are very much lesson-focused. In contrast, networked learning, which relies heavily on social networking media, can offer a better learning environment to students. The important feature is that it focuses on people (the learners) rather than simply the content, which, in turn, helps build a "learning community". This paper explores the pedagogical linkages between the networked learning approach and social networking media. A comprehensive technical literature review of the history of social media networking in the ODL environment and the primary role and impact on ODL are discussed and analysed. This exploratory paper provides some insight into the strategies ODL institutions could adopt to better understand the new paradigm of teaching and learning in a networked world.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

scholarly journals The Effects of Social Networking Sites in Distance Learning on Learners’ Academic Achievements

2014 ◽  
Vol 17 (2) ◽  
pp. 61-75 ◽  
Author(s):  
Büşra Özmen ◽  
Bünyamin Atıcı
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Social Networking ◽  
Social Networking Sites ◽  
Learning Management Systems ◽  
Learning Activities ◽  
Cognitive Domain ◽  
Management Systems ◽  
Academic Achievements ◽  
Learning Management

Abstract The general aim of this study is to determine the effects of learning management systems supported by social networking sites on learners’ academic achievements in distance education. The study group consisted of 75 undergraduate students from a state university in eastern Turkey. The data for the study, in which an experimental research design was used, were collected through an achievement test, which consisted of 40 multiple-choice questions. Within the scope of the research, a learning management system and a social networking site were utilized in a distance education course. As a result of the research, it was seen that social network supported distance learning activities created a more positive effect on the achievements of the learners than the distance learning activities. Also, it was determined that social network supported distance education activities were more effective in the acquisition of behaviours at the knowledge level of the cognitive domain than activities in other groups; however, the groups were not different from each other in relation to the acquisition of behaviours at the comprehension level of the cognitive domain. In this context, it was concluded that the learning management systems used in distance education should be supported by social networking sites to increase the academic achievement of learners.

Web 2.0 as a Foundation for Social Media Marketing

2012 ◽  
pp. 342-379 ◽  
Author(s):  
Vedran Podobnik ◽  
Daniel Ackermann ◽  
Tomislav Grubisic ◽  
Ignac Lovrek
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Social Networking ◽  
Low Cost ◽  
Internet Marketing ◽  
Social Media Marketing ◽  
Marketing Campaign ◽  
Internet Users ◽  
The Web ◽  
The Way

In the Web 1.0 era, users were passive consumers of a read-only Web. However, the emergence of Web 2.0 redefined the way people use information and communication services—users evolved into prosumers that actively participate and collaborate in the ecosystem of a read-write Web. Consequently, marketing is one among many areas affected by the advent of the Web 2.0 paradigm. Web 2.0 enabled the global proliferation of social networking, which is the foundation for Social Media Marketing. Social Media Marketing represents a novel Internet marketing paradigm based on spreading brand-related messages directly from one user to another. This is also the reason why Social Media Marketing is often referred to as the viral marketing. This chapter will describe: (1) how social networking became the most popular Web 2.0 service, and (2) how social networking revolutionized Internet marketing. Both issues will be elaborated on two levels—the global and the Croatian level. The chapter will first present the evolution of social networking phenomenon which has fundamentally changed the way Internet users utilize Web services. During the first decade of 21st century, millions of people joined online communities and started using online social platforms, about 1.5 billion members of social networks globally in 2012. Furthermore, the chapter will describe how Internet marketing provided marketers with innovative marketing channels, which offer marketing campaign personalization, low-cost global access to consumers, and simple, cheap, and real-time marketing campaign tracking. Specifically, the chapter will focus on Social Media Marketing, the latest step in the Internet marketing evolution. The three most popular Social Media Marketing platforms (i.e., Facebook, Twitter, and Foursquare) will be described, and examples of successful marketing case studies in Croatia will be presented.

Virtual Communities as Tools to Support Teaching Practicum

2011 ◽  
pp. 233-247 ◽  
Author(s):  
Rebecca English ◽  
Jennifer Howell
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Student Cohorts ◽  
Educational Applications ◽  
The Impact ◽  
Social Networking Tools ◽  
Digital Capital

The impact of Web 2.0 and social networking tools such as virtual communities, on education has been much commented on. The challenge for teachers is to embrace these new social networking tools and apply them to new educational contexts. The increasingly digitally-abled student cohorts and the need for educational applications of Web 2.0 are challenges that overwhelm many educators. This chapter will make three important contributions. Firstly it will explore the characteristics and behaviours of digitally-abled students enrolled in higher education. An innovation of this chapter will be the application of Bourdieu’s notions of capital, particularly social, cultural and digital capital to understand these characteristics. Secondly, it will present a possible use of a commonly used virtual community, Facebook©. Finally it will offer some advice for educators who are interested in using popular social networking communities, similar to Facebook©, in their teaching and learning.

A Three-Dimensional Environment of Personalized Recommendation of Learning Objects to Support Ubiquitous Learning

2016 ◽  
pp. 48-73
Author(s):  
Rodrigo Valença Cavalcante Frade ◽  
Francisco Milton Mendes Neto ◽  
Rafael Castro de Souza
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Virtual Environment ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Learning Objects ◽  
Learning Processes ◽  
Three Dimensions ◽  
Personalized Recommendation ◽  
Ubiquitous Learning

The advancement of technological resources has provided new possibilities in teaching and learning processes. This progress resulted in an improvement to the Distance Education (DE). However, this type of education still faces the serious problem of circumvention having as a major cause, lack of motivation among students. Thus, the use of new technological trends has been increasingly common with the purpose to provide greater attractiveness for student participation in distance learning courses. Thus, this study aims to propose a multiagent virtual environment in three dimensions to support the recommendation of learning objects in order to improve the teaching and learning processes in DE.

The Impact of Web 2.0 on Public Engagement in the Israeli Home Front (From the 2006 Lebanon War to the 2014 Israel-Gaza Conflict)

2018 ◽  
Vol 5 (2) ◽  
pp. 52-63
Author(s):  
Galit Margalit Ben-Israel
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Social Networking ◽  
Public Participation ◽  
Public Engagement ◽  
Social Networking Sites ◽  
Home Front ◽  
User Generated Content ◽  
Asymmetric Conflicts ◽  
The Impact

This article deals with citizen engagement and public participation being in crisis on the Israeli home front, in the era of Web 2.0. Since 2004, Web 2.0 characterizes changes that allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in social networking sites: Facebook, Twitter, blogs, wikis, YouTube, hosted services, applications, WhatsApp, etc. Since 2006, Israel is involved in asymmetric conflicts. The research defines the impact of Web 2.0 on public engagement in the Israeli home front. The case studies examined in the research are: 1) The 2006 Lebanon War (July-August 2006); 2) The Gaza War (27 December 2008 and ended on 18 January 2009); 3) Operation Pillar of Defense (November 2012); and 4) The 2014 Israel–Gaza conflict.

Social Media

2014 ◽  
Vol 5 (3) ◽  
pp. 1-15 ◽  
Author(s):  
Ashok Kumar Wahi ◽  
Yajulu Medury ◽  
Rajnish Kumar Misra
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Social Networking ◽  
Customer Relationship Management ◽  
Online Communities ◽  
Relationship Management ◽  
Customer Relationship ◽  
Enterprise 2.0 ◽  
The Core ◽  
Crm 2.0

The purpose of this paper is to provide an understanding of the Web 2.0 phenomenon and social media and its implications on customer relationship management, in order to learn that online communities and social networking are at the core of the enterprise of future or Enterprise 2.0. A range of published articles and books regarding Web 2.0, Enterprise 2.0, CRM 2.0 and social networking are examined and critiqued. A model is proposed to establish the association between Enterprise 2.0 and Information Technology from the perspective of social media. The sources are divided into three basic elements: Web 2.0, Online Social Networking websites and CRM 2.0. If Enterprise 2.0 is the enterprise of future then Social Media is the future of enterprise. Customer engagement and customer value proposition form the core of Enterprise 2.0 and online communities and social media form the corresponding core for knowledge creation and integration of Enterprise 2.0. Social media should affect customer relationship management in organizations. In the knowledge society of the future extended enterprises will become the basis of business rather than the competitive strength of individual enterprises and therefore the need to proactively prepare for it.

scholarly journals USE OF FACEBOOK FOR ACADEMIC NETWORK LEARNING IN UNIVERSITAS TERBUKA - INDONESIA

2008 ◽  
Vol 3 (2) ◽  
pp. 99-114 ◽  
Author(s):  
Adhi Susilo
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Social Networking ◽  
Information Exchange ◽  
Peer Group ◽  
Virtual Learning Environment ◽  
Student Interactions ◽  
Security Breaches ◽  
Secondary Information ◽  
Education Courses

Facebook clearly provides a social outlet for college students, a fact backed by the large membership among this peer group. Socializing, however its unintended outcomes, is part and parcel of education of the whole person. Facebook has its place in that sense, but there seems to be a lack of any compelling reason to significantly integrate it into distance education. Students could use it as a secondary information exchange outlet in a cooperative learning mode with classmates that they have invited in their space, to complete group projects, for example. The services offered through Facebook (e.g. chatting, meeting new classmates, arranging for social/academic meetings) can well be attained using the current technologies in CMSs without the risk of security breaches and other legal matters pervasive in social networking websites. The potential use of facebook for distance learning is greatest. There was a strong feeling from distance learning students that they wanted a safe, private space to communicate. They were happy for tutors to be involved because they saw this space as having a specific course purpose. The advantage over the Virtual Learning Environment is that it seems to encourage that important social interaction as well as the course based interaction. This paper discusses distance learning education and the usage of facebook, as well as the possible implementation of facebook in distance learning education courses. The traditional way of accessing and using content from the Internet is shifting to a more collaborative environment whereby individuals, especially teenagers and young adults, are using various social networking software technologies not only to create information, but in sharing it as well. Perhaps by implementing facebook in distance education courses, it may allow instructors to get to know their students better, as well as to allow for more student-to-student interactions. This paper also discusses the usage of facebook in order to extend teacher and student collaborations in creating online learning environments.

scholarly journals A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

2011 ◽  
Vol 12 (2) ◽  
pp. 78 ◽  
Author(s):  
Yeonjeong Park
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Guidelines ◽  
Transactional Distance ◽  
Mobile Technologies ◽  
Instructional Designers ◽  
Learning To Learn

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

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