Social Networking, Adult Learning Success and Moodle

2010 ◽  
pp. 980-992 ◽  
Author(s):  
Margaret Martinez ◽  
Sheila Jagannathan
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Web Content ◽  
Online Learners ◽  
The World ◽  
To Come ◽  
The Web

We know that technology is rapidly changing the world and it is hard to keep up. Social networking is the latest online trend we need to learn about. This chapter will consider the enormous changes that impact learners of all ages and offer some insights and resources for those professionals who want to provide more than just another lonely online learning experience. Social networking activities – including sites, blogs, chats, forums and wikis - are emerging to facilitate collaboration and knowledge sharing among adult online learners. The loneliness of the Web 1.0 is passé and the read-only, passive mode of adult learning is fading away. The term Web 2.0 has been used to describe all the new applications useful for a new collaborative or social approach to sharing and repurposing Web content to learn. Just as communities were important in prehistoric times, today online communities are an inherent and critical part of the Web learning experience. Implicit in most Web 2.0+ applications are social activities which help users network, share, create content, seek or research information, or contribute and interact with others. Youthful online learners are a driving force in this new social change, a change that adults can learn from and embrace. Our young Web users find technology is second nature and are unconsciously changing the paradigm of online learning as they communicate and socialize in a variety of new ways on the Web. Many adults are already following this trend. However, these ways of learning can only become mainstream only when many more adults who are responsible for adult learners learn to use the host of networking tools available. Moodle is an example of a popular open source application used successfully by many around the world. Understanding how to support collaborative online learning activities successfully can offer a huge leap towards greater online learning confidence, contribution and achievement. More is yet to come to change the paradigm of online learning and social networking in the future.

Social Networking, Adult Learning Success and Moodle

2010 ◽  
pp. 68-80 ◽  
Author(s):  
Margaret Martinez ◽  
Sheila Jagannathan
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Web Content ◽  
Online Learners ◽  
The World ◽  
To Come ◽  
The Web

We know that technology is rapidly changing the world and it is hard to keep up. Social networking is the latest online trend we need to learn about. This chapter will consider the enormous changes that impact learners of all ages and offer some insights and resources for those professionals who want to provide more than just another lonely online learning experience. Social networking activities – including sites, blogs, chats, forums and wikis - are emerging to facilitate collaboration and knowledge sharing among adult online learners. The loneliness of the Web 1.0 is passé and the read-only, passive mode of adult learning is fading away. The term Web 2.0 has been used to describe all the new applications useful for a new collaborative or social approach to sharing and repurposing Web content to learn. Just as communities were important in prehistoric times, today online communities are an inherent and critical part of the Web learning experience. Implicit in most Web 2.0+ applications are social activities which help users network, share, create content, seek or research information, or contribute and interact with others. Youthful online learners are a driving force in this new social change, a change that adults can learn from and embrace. Our young Web users find technology is second nature and are unconsciously changing the paradigm of online learning as they communicate and socialize in a variety of new ways on the Web. Many adults are already following this trend. However, these ways of learning can only become mainstream only when many more adults who are responsible for adult learners learn to use the host of networking tools available. Moodle is an example of a popular open source application used successfully by many around the world. Understanding how to support collaborative online learning activities successfully can offer a huge leap towards greater online learning confidence, contribution and achievement. More is yet to come to change the paradigm of online learning and social networking in the future.

Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience

2018 ◽  
pp. 2140-2165
Author(s):  
Leslie Cordie ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Future Research ◽  
Online Learners ◽  
Face To Face ◽  
Definition Of

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today's learners.

Modeling Online Teaching and Learning to Pre- and In-Service Teachers through the use of the Web 2.0 Social Networking Tool NING

2013 ◽  
pp. 671-687 ◽  
Author(s):  
Kelly L. Unger ◽  
Monica W. Tracey
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
Networking Tool ◽  
K 12 ◽  
The Web

The rise of the Internet and Web 2.0 tools for “anytime, anywhere” learning is impacting K-12 and teacher education programs. Many teacher education (TED) faculty and professional development (PD) providers are now encouraged or required at a minimum to incorporate an online learning component into courses. Not only are they teaching the required course content to pre- and in-service teachers in an online environment, but are also modeling the use of that environment to teachers who will ultimately be required to design, develop, and provide online instruction to their future students. The purpose of this chapter is to discuss: (1) transitioning instruction from face-to-face to an online learning environment, (2) examples of learning activities to implement with the Web 2.0 social networking tool NING, and (3) implications the NING has for those instructing pre- and in-service teachers.

Bringing Web 2.0 into the Learning Environment

2013 ◽  
pp. 109-118
Author(s):  
Saman Shahryari Monfared ◽  
Peyman Ajabi-Naeini ◽  
Drew Parker
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
The Internet ◽  
Continuous Learning ◽  
The Web ◽  
The Way

Social Networking, or the so-called Web 2.0 phenomenon, is changing the way we use the Internet. In turn, the way we use the Internet is changing the way we work, learn, communicate, and research. This chapter outlines a series of issues, tools, techniques, and pedagogy that may lie behind the process to bring social media into a learning environment. It then concludes with a four-year experience bringing these concepts into a senior undergraduate seminar, and offers observations and conclusions about the efficacy of our approach. Social networking has brought the Web into a conversation. Similarly, the chasm between synchronous and asynchronous learning is closing as the classroom becomes one part of a larger, continuous learning experience.

Modeling Online Teaching and Learning to Pre- and In-Service Teachers through the use of the Web 2.0 Social Networking Tool NING

2012 ◽  
pp. 233-249 ◽  
Author(s):  
Kelly L. Unger ◽  
Monica W. Tracey
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
Networking Tool ◽  
K 12 ◽  
The Web

The rise of the Internet and Web 2.0 tools for “anytime, anywhere” learning is impacting K-12 and teacher education programs. Many teacher education (TED) faculty and professional development (PD) providers are now encouraged or required at a minimum to incorporate an online learning component into courses. Not only are they teaching the required course content to pre- and in-service teachers in an online environment, but are also modeling the use of that environment to teachers who will ultimately be required to design, develop, and provide online instruction to their future students. The purpose of this chapter is to discuss: (1) transitioning instruction from face-to-face to an online learning environment, (2) examples of learning activities to implement with the Web 2.0 social networking tool NING, and (3) implications the NING has for those instructing pre- and in-service teachers.

Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience

2018 ◽  
pp. 2198-2223
Author(s):  
Leslie Cordie ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Future Research ◽  
Online Learners ◽  
Face To Face ◽  
Definition Of

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today's learners.

Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience

2016 ◽  
pp. 329-353
Author(s):  
Leslie Cordie ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Future Research ◽  
Online Learners ◽  
Face To Face ◽  
Definition Of

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today's learners.

Social Networking for Businesses

2012 ◽  
pp. 603-618 ◽  
Author(s):  
Ritesh Chugh
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Content ◽  
Social Networking Sites ◽  
General Information ◽  
Online Social Networking ◽  
The World ◽  
Information Group ◽  
Pros And Cons ◽  
The Web

As expected, online social networking offers pros and cons for businesses, and it could be argued that this recent invention has taken the world by surprise as everybody is now coming to grips with the issues faced. Currently some businesses have allowed employees to adopt online social networking while others are wary. It is safe to assume that the non-adoption often stems from a lack of awareness of the benefits that social networking has to offer and the actions that businesses can take to negate the problems. This chapter provides a simple yet detailed overview into the world of online social networking. The pros and cons of social networking have been outlined and a review of four popular social networking sites (Facebook, MySpace, LinkedIn and Viadeo) focussing upon general information, group features, design and information content has been provided. It outlines some practical usage guidelines that can be adopted to make social networking successful. Ultimately to meet the demands of businesses in the age of the Web 2.0 cyberworld it has become more important than ever before to understand this trend-setting movement.

scholarly journals Web 2.0 Socail Network Sites And Facebook Marketing

2011 ◽  
Vol 2 (2) ◽  
pp. 708
Author(s):  
Andreas Chang
Keyword(s):  
Social Network ◽  
World Wide Web ◽  
Web 2.0 ◽  
Social Networking ◽  
Social Networking Sites ◽  
World Wide ◽  
Social Network Sites ◽  
The World ◽  
The Web ◽  
Marketing Budget

The use of Web 2.0 and Social Network Sites (SNS) has become an amazing phenomenon. In fact, one of the fastest-growing arenas of the World Wide Web is the space of so-called social networking sites. Face book, Tweeter, MySpace and other Social Network Sites have huge population of users. Almost seven hundred million people use Facebook, and hundreds of million others use other social networking sites. More and more advertisers switch their marketing budget to these SNS. This study contributes to our understanding of the Web 2.0 and the use of social networking websites by examining available literature. It seeks to understand what Web 2.0 and SNS mean, the trends, its functions and how they can be leveraged for marketing purposes.

Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Jérôme Eneau ◽  
Christine Develotte
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Interpersonal Relationships ◽  
Learning Experience ◽  
The Body ◽  
Learning Collaborative ◽  
Online Learners ◽  
Social And Emotional ◽  
Learning Platform ◽  
Working Together

AbstractThis study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.

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