scholarly journals Interaction Patterns of SMA/SMK Students in Buleleng Regency Based on Learning Styles in Online Learning Using LMS and Social Media

2022 ◽  
Author(s):  
I Gede Sudirtha ◽  
I Gede Partha Sindu ◽  
Agus Aan Jiwa Permana ◽  
Irwan Nur
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Learning Styles ◽  
Interaction Patterns

scholarly journals “Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199553
Author(s):  
Ioana Literat
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Thematic Analysis ◽  
Large Scale ◽  
Home School ◽  
Educational Support ◽  
Social Lives ◽  
Online Coursework ◽  
Youth Experiences ◽  
Educational Futures

Social media, and especially popular youth-focused platforms like TikTok, can offer a valuable window into youth experiences, including their perceptions of online learning. Building on a large-scale thematic analysis of 1,930 TikTok videos posted in March-June 2020, this study examines how young people shared their experiences of online learning during the COVID-19 pandemic. Findings indicate that youth portrayed online coursework as overwhelming and relentless against the traumatic background of the pandemic. They sought support, empathy, and authenticity from teachers, and both received and provided emotional and educational support to peers on the platform. Students’ home contexts emerged as particularly salient, making visible the intersections between young people’s home, school and social lives. By facilitating a grounded, bottom-up understanding of students’ experiences and perceptions—shared in their preferred spaces and modes of expression—this research stresses the need to attend to youth perspectives to craft more equitable and empowering educational futures.

Social media activity: its impact on career-related perceptions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kimberly W. O'Connor ◽  
Kimberly S. McDonald ◽  
Brandon T. McDaniel ◽  
Gordon B. Schmidt
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Career Satisfaction ◽  
Media Use ◽  
Positive Impact ◽  
Amazon Mechanical Turk ◽  
Social Media Use ◽  
Content Type ◽  
The Impact ◽  
Career Benefits

Purpose The purpose of this exploratory study is to examine individual perceptions about the impact that social media use has on career satisfaction and perceived career benefits. We examined whether informal online learning through “typical” types of social media behaviors (e.g. liking a post or messaging another user) and “networking” types of social media behaviors (e.g. endorsing another user, writing recommendations, going “live,” or looking for a job) impacted career-related perceptions. Design/methodology/approach In this study, we analyzed Amazon Mechanical Turk survey data gathered from adult participants (n = 475). We focused our inquiry specifically on two social media sites, Facebook and LinkedIn. We asked participants about their social media use and behaviors, as well as their perceptions of career satisfaction and career benefits related to social media. Findings We found that both typical and networking types of social media behaviors positively predicted the “knowing whom” career competency (defined as career relevant networks and contacts that individuals use to develop their careers) and career satisfaction. Only networking behaviors were positively associated with perceived career benefits of social media use. We further found that LinkedIn users’ career satisfaction was lower compared to non-LinkedIn users. Originality/value This study adds to the small, but growing body of career research focusing on social capital and social media. Our results suggest that informal online learning via social media may have a positive impact on employees’ career-related perceptions.

scholarly journals Research on the differences of students’ learning styles and knowledge integration in SPOC learning: a case study of course “Basic Portuguese”

2021 ◽  
Vol 18 (1) ◽  
pp. 12-26
Author(s):  
Jing Hu ◽  
Silva Maria Do Carmo Vieira
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Knowledge Construction ◽  
Knowledge Integration ◽  
Teaching Method ◽  
Integration Theory ◽  
Online Data ◽  
Learning Behaviors ◽  
Learning Platform

Problem and goal. With the advent of the information age, Internet-based online learning has also become one of the learning methods chosen by many learners. They can use these online learning platforms to complete knowledge construction while learning offline. Methodology. Most studies of learning behaviors focus on the discovery of the best learning model and disregard the possible impact of different learning behaviors on knowledge construction. Therefore, based on the Felder - Silverman learning style model, this article uses the Solomon learning style scale to improve the design of the questionnaire and collect four-dimensional differential learning behaviors data. In order to further understand the influence of learning styles on the effectiveness of online learning, we also use online learning data on the Small Private Online Course platform and general cognitive intelligence knowledge integration theory to clarify the relation between learning modes and individuals differences. Results. This study observes and analyzes the learning behavior data of 46 students of Nankai University in the SPOC learning platform, also analyzes the differences in learning styles and knowledge construction of students in the SPOC environment. Compared with the traditional Basic Portuguese teaching method, the blended teaching model based on the Chaoxing Learning platform has unparalleled advantages. Interactions inside and outside the classroom, improving student participation and promoting teaching diagnosis. Conclusion. Through a comprehensive analysis of questionnaire data and online data, we found that some learning styles have different effects on the effectiveness of online learning, ignoring the individual differences of learners will still cause problems in knowledge construction.

scholarly journals Why People Who Know Less Think They Know about COVID-19: Evidence from US and Singapore

2021 ◽  
pp. 107769902110494
Author(s):  
Sangwon Lee ◽  
Masahiro Yamamoto ◽  
Edson C. Tandoc
Keyword(s):  
Social Media ◽  
The United States ◽  
Factual Knowledge ◽  
Interaction Patterns ◽  
Traditional Media ◽  
Subjective Knowledge ◽  
Types Of Knowledge ◽  
Knowledge Based ◽  
Different Types ◽  
Main Effects

This study explores the effects of traditional media and social media on different types of knowledge about COVID-19. We also explore how surveillance motivation moderates the relationship between media use and different types of knowledge. Based on cross-national data from Singapore and the United States, we find that news seeking via social media is negatively related to factual knowledge and positively related to subjective knowledge and knowledge miscalibration. News seeking via traditional media is not significantly related to factual knowledge. Although the main effects are highly consistent across the two countries, we find some different interaction patterns across these countries.

scholarly journals Assessing the Value of Online Learning and Social Media in Pharmacy Education

2016 ◽  
Vol 80 (6) ◽  
pp. 97 ◽  
Author(s):  
Leslie A. Hamilton ◽  
Andrea Franks ◽  
R. Eric Heidel ◽  
Sharon L.K. McDonough ◽  
Katie J. Suda
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Pharmacy Education

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2019 ◽  
pp. 41-55
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

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