Social Networking Theories and Tools to Support Connectivist Learning Activities

2011 ◽  
Author(s):  
M. C. Pettenati
Keyword(s):  
Social Networking ◽  
Learning Activities ◽  
Networking Theories

Social Networking Theories and Tools to Support Connectivist Learning Activities

2009 ◽  
pp. 961-978
Author(s):  
M. C. Pettenati ◽  
M. E. Cigognini
Keyword(s):  
Social Networking ◽  
Learning Environments ◽  
Learning Activities ◽  
Design Development ◽  
Personal Learning ◽  
Learning Practices ◽  
Personal Learning Environments ◽  
E Learning ◽  
Stages Of Learning ◽  
Networking Theories

This article considers the affordances of social networking theories and tools to build new and effective e-learning practices. We argue that “connectivism” (social networking applied to learning and knowledge contexts) can lead to a reconceptualization of learning in which formal, nonformal, and informal learning can be integrated as to build potentially lifelong learning activities to be experienced in “personal learning environments.” In order to provide a guide in the design, development, and improvement both of personal learning environments and in the related learning activities, we provide a knowledge flow model highlighting the stages of learning and the related enabling conditions. The derived model is applied in a possible scenario of formal learning in order to show how the learning process can be designed according to the presented theory.

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.

Perception and Uses of Social Networking Sites by Undergraduate Students in Niger Delta University, Wilberforce Island, Bayelsa State, Nigeria

2019 ◽  
Vol 9 (2) ◽  
pp. 5-9
Author(s):  
Posigha Bassil Ebiwolate ◽  
Ojohwoh Rose
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Niger Delta ◽  
Positive Impact ◽  
Social Relation ◽  
Learning Activities ◽  
Academic Learning ◽  
Descriptive Research ◽  
The Impact

This study investigates the perception and use of social networking sites among undergraduate students in Niger Delta University, Wilberforce Island, Bayelsa State, Nigeria. The main purpose of the study is ascertained the popularly used SNS, the purpose of using the SNSs, the perception of students towards SNSs and identity the impact of the use of SNSs by the undergraduate students. The study adopted descriptive research. The population of the study is 300 registered undergraduate students of Niger Delta University Library. Questionnaire was used to collected data. The result shows that Facebook, Google and WhatsApp are the popularly used social networking sites. Social relation, academic learning activities, sharing of information, etc. are the purpose of using social networking sites. The findings also revealed positive perception towards the use of social networking sites and, positive impact of using social networking sites. Arising from the findings some recommendations were made.

Knowledge Flow and Learning Design Models towards Lifewide E-Learning Environments

2009 ◽  
pp. 110-129
Author(s):  
M.C. Pettenati ◽  
M.E. Cigognini
Keyword(s):  
Social Networking ◽  
Learning Environments ◽  
Learning Activities ◽  
Knowledge Flow ◽  
Learning Design ◽  
Design Development ◽  
Personal Learning ◽  
Formal And Informal Learning ◽  
E Learning ◽  
Stages Of Learning

This chapter considers the affordances of social networking theories and tools in building new and effective e-learning practices. We argue that “Connectivism” (social networking applied to learning and knowledge contexts) can lead to a re-conceptualization of learning in which formal, non-formal, and informal learning can be integrated so as to build potentially lifelong learning activities which can be experienced in “personal learning environments”. In order to provide a guide for the design, development, and improvement of e-learning environments, as well as for the related learning activities, we provide a knowledge flow model and the consequent learning design model, highlighting the stages of learning, the enabling conditions, and possible technological tools to be used for the purpose. In the conclusion to the chapter, the derived model is applied in a possible scenario of formal learning in order to show how the learning process can be designed according to the presented theory.

Student-Initiated Use of Facebook for Learning Online Journalism

2016 ◽  
Vol 72 (4) ◽  
pp. 425-441 ◽  
Author(s):  
Yang Song
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Course Design ◽  
Online Discussion ◽  
Classroom Observation ◽  
Learning Activities ◽  
Computer Assisted ◽  
Online Journalism ◽  
Team Project

This article presents a case study of student-initiated use of Facebook Groups in doing a team project for an online journalism course. Drawing upon the concept of affinity space and a theoretical taxonomy of asynchronous online discussion, the present study triangulates classroom observation, semi-structured student interviews, and microanalysis of posting activities of a student-initiated Facebook group. The findings suggest a shift of attention from instructor-centered course design to student-initiated use of social networking sites for learning online journalism. Instructors are invited to position themselves as facilitators and to take an intersubjective stance when designing computer-assisted learning activities.

scholarly journals The learner, the media and the community: How does learning take place in the other CALL triangle?

2012 ◽  
Vol 20 (1) ◽  
pp. 145
Author(s):  
Geoffrey Sockett
Keyword(s):  
Language Development ◽  
Social Networking ◽  
Informal Learning ◽  
Complexity Theory ◽  
Applied Linguistics ◽  
Learning Processes ◽  
The Other ◽  
Learning Activities ◽  
On Demand ◽  
The Media

In this research project, students in applied linguistics were asked to keep blogs over a three-month period in which they reported on their online informal learning of English through activities such as social networking, downloading films and TV series and listening to music on demand. The study is situated within the framework of complexity theory, many aspects of which are well suited to describing informal language development. The blogs are analysed according to a number of learning processes suggested by Larsen-Freeman and Cameron (2008) and a corresponding range of learning activities are observed. Finally, suggestions are made as to possible classroom applications of this work.

scholarly journals A Design of Personal Learning Network on Social Networking Tools with Gamification for Professional Experience

2021 ◽  
Vol 16 (18) ◽  
pp. 53
Author(s):  
Janejira Arsarkij ◽  
Thanomporn Laohajaratsang
Keyword(s):  
Social Networking ◽  
Teaching And Learning ◽  
Analytical Data ◽  
Learning Activities ◽  
Professional Experience ◽  
Learning Networks ◽  
Personal Learning ◽  
Learning Network ◽  
Personal Learning Network ◽  
Social Networking Tools

This research aimed to design a novel teaching and learning process in the professional experience training. The Successive Approximation Model (SAM) was applied in the design steps. The attainment of the designed framework derived from numbers of theoretical reviews, as well as the analytical data collected from the expert interviews. The proposed framework included the components of a Personal Learning Network (PLN), the process of PLN, and the professional experience procedure. The components of PLN were: learning resources, learning tools, learning content, and learning activities. In addition, the process of PLN consisted of Creation, Connection, Cognition, and Contribution. The professional experience incorporated nine main activities particularly, enrolling in the course, joining three compulsory seminars, doing two major periods of internship, mentor visiting, submitting assignments, and completing the course. These three concepts were combined into the framework of integrated learning activities, which occurred in social networking tool, Course Networking (CN). It operated as the learning tool utilized the newly created addable badges as a part of gamification features. The assessment results from the eleven experts revealed that the teaching and learning practice using personal learning networks on social networking tools with gamification in the professional experience proved to have high levels of standard evaluation, innovative attributes, design process, teaching and learning procedure, and teaching and learning activities.

scholarly journals DIGITAL LEARNING OF ENGLISH BEYOND CLASSROOM: EFL LEARNERS’ PERCEPTION AND TEACHING ACTIVITIES

2020 ◽  
Vol 7 (2) ◽  
pp. 219-243
Author(s):  
Arif Nugroho ◽  
Arief Eko Priyo Atmojo
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Classroom Interaction ◽  
Learning Activities ◽  
Digital Learning ◽  
Efl Learners ◽  
Global Pandemic

The shift of language learning from face-to-face classroom interaction to online learning beyond classroom amidst global pandemic of Covid-19 has changed how teachers and students deal with teaching and learning activities. To address the issue, the present study sheds some light on 71 EFL learners’ perception toward digital learning of English beyond classroom and a range of English learning activities in social distancing measures. Drawing on the data from a web-based survey and Focus Group Discussion, the results indicated that the students positively perceived the use of digital technology as a means of language learning amidst the global pandemic. It was also revealed that digital learning of English beyond classroom could potentially be conducted by means of available social networking sites such as Youtube, WhatsApp, Instagram, Google classroom, and Facebook. Some activities using digital learning of English beyond classroom are clearly highlighted. The results of this study contribute to the realm of language teaching in offering some insights for designing beyond classroom activities by augmenting the accessible social networking sites.

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