Collaborative Learning in Social Networking Sites: A Case Study on the Use of Mahara

2013 ◽  
Vol 717 ◽  
pp. 778-783 ◽  
Author(s):  
Gregory S. Ching
Keyword(s):  
Information Technology ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Social Networking ◽  
Learning Style ◽  
Computer Technology ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Educational Innovation

Information technology and education have been working hand in hand. Advancement in computer technology has altogether opened up limitless educational innovation. With the rise of popularity of social networking sites (SNS) such as Facebook, educators have been eager to test the usefulness and effectiveness of SNS in the teaching and learning process. This paper summarizes the findings of a case study with the use of a social networking software; Mahara. Participants are 46 students of a technical vocational university in Taiwan. Students are grouped together and assigned a certain task to accomplish with the use of Mahara. Enabling the collaborative functions of SNS to accomplish the task, students are later surveyed with regards to their learning styles, perceived collaborative learning and constructivist internet-based learning environment (CILES) preferences. Result shows that the participants’ collaboration is highly significant to their CILES preferences. While, there seems to be no significant effects of learning style towards the participants’ CILES preferences. Recommendations are given to further the improvement of SNS use in education.

scholarly journals Linking learning styles and learning on mobile Facebook

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Yu-ching Chen
Keyword(s):  
Learning Styles ◽  
Social Networking ◽  
Learning Outcomes ◽  
Learning Style ◽  
Social Networking Sites ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Font Size ◽  
And Gender ◽  
Better Than

<p style="margin: 0cm 0cm 12pt; text-align: justify; line-height: 15pt; -ms-text-justify: inter-ideograph;"><span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 10.0pt; mso-bidi-font-family: Georgia;" lang="EN-US"><span style="font-size: small;">With continued development of related technologies, Web 2.0 has become an important site of learning innovation. In particular, social networking sites such as Facebook, which have become popular, have the potential to function as an educational tool enabling peer feedback, interaction, and learning in a social context. Preparing appropriate environments for learners with different needs is essential to learning in general and online learning in particular. Yet, in order to create such learning environments, educators must understand differences in students’ learning styles. Although some research focuses on the effects of individual differences such as age and gender on the use of social networking sites, experimental research related to students’ learning styles is still limited. This study used Kolb’s Learning Style Model to investigate differences in student learning outcomes and satisfaction using mobile Facebook for learning, according to learning style. Results showed that participants with “Assimilating” and “Diverging” learning styles performed better than those with “Accomodating” and “Converging” learning styles did and had higher self-efficacy, observational modelling and habit strength toward learning in mobile Facebook. The paper also makes suggestions for integrating mobile Facebook into class and recommendations for future research.</span></span></p>

scholarly journals GAYA BELAJAR ANAK JALANAN BERPRESTASI

2018 ◽  
Vol 2 (1) ◽  
pp. 23-33
Author(s):  
Tatang Muhajang ◽  
Siti Fatimah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Street Children ◽  
High Achievers ◽  
Teachers And Students ◽  
Learning Data

ABSTRACTThe method used in this research is a qualitative case study with qualitative approach. In obtaining justifiable data, researchers directly interact on the learning process and observe the implementation of learning. Data collection and data recording procedures are done through observation, interview and documentation. The validity of data used is credibility, transferability, dependability, and conformability. Data analysis used is descriptive qualitative. The purpose of this study is to describe the findings about the Learning Style used by Outstanding Street Children in PKBM Bina Insan Mandiri or often called MASTER School Depok City. Subjects in this study are one of the street students (tissue seller) with high achievers, teachers and students parents. The results showed that the Learning Style of Outstanding Street Children showed the combination of the three learning styles, but more dominantly the auditorial learning style that relies on the sense of hearing in the learning process. Such as: a. Easy to learn by listening, b. In teaching and learning activities students easily distracted if the class is not conducive, c. Students speak fluently, d. Like to tell stories, e. Fond of listening to stories, f. Glad to discuss, g. Fond of listening to music, h. Talking with rhythm. The result of the learning style of street students achievement can be known that by using auditorial learning style or relying on the sense of hearing street students achieving more understanding what is conveyed by the teacher on the learning process especially in the activities of storytelling. Based on the results of the research above it can be concluded that street students have an achievement of auditorial learning style that relies on the sense of hearing.Keywords: Learning Style of Street Children, Learning Achievement.

scholarly journals Exploring Students' Learning Styles in Using Mobile Flipped Classroom

2019 ◽  
Vol 8 (2) ◽  
pp. 105
Author(s):  
Siti Hajar Halili ◽  
Shukri Sulaiman ◽  
Hamidah Sulaiman ◽  
Rafiza Razak
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Mean Value ◽  
Flipped Learning ◽  
Spss Software ◽  
Larger Sample

This study aims to identify students’ learning styles of using mobile flipped classroom approach. The theoretical foundation for this study is based on Grasha-Reichmann learning styles and the flipped design of this study is based on Halili flipped learning 4.0 framework. 52 respondents answered the questionnaire distributed to them. The SPSS software version 20 was utilised to analyse the data and collected data were analyzed using descriptive statistics (means, standard deviations). This study showed that collaborative learning style recorder higher mean value as compared to others learning styles such as independent, dependent, competitive, avoidant and participative. It was found that the mobile flipped classroom approach in this research is capable of promoting collaborative learning in teaching and learning process. Researchers suggest that further studies should explore other learning style theories, use varieties of technological tools as well as include a larger sample from different institutions.

scholarly journals Estilos de enseñanza y estilos de aprendizaje en educación superior: Análisis de las preferencias de estudiantes de Pedagogía en Inglés en tres universidades chilenas

2016 ◽  
Vol 20 (3) ◽  
pp. 1 ◽  
Author(s):  
Constanza Rojas-Jara ◽  
Claudio Díaz-Larenas ◽  
Jorge Vergara-Morales ◽  
Paola Alarcón-Hernández ◽  
Mabel Ortiz-Navarrete
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Educación Superior ◽  
Educacion Superior ◽  
Cluster Grouping

This paper shows the findings of a study conducted in three Chilean universities in 2014. It aims to analyze EFL student teachers’ preferences regarding their teaching and learning styles. 279 participants answered the teaching style inventory and 238 took the learning style questionnaire. These participants are first, third and fifth year student-teachers. This study uses Grasha and Riechman’s model to study teaching and learning styles. These authors propose a classification, cluster grouping and integrated clustering (Lewis, 2014; Grasha y Riechmann, 1975). The findings reveal that all student teachers favor the Facilitator teaching style and the Collaborative learning style.

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

scholarly journals Online social networks as formal learning environments: Learner experiences and activities

2012 ◽  
Vol 13 (1) ◽  
pp. 144 ◽  
Author(s):  
George Veletsianos ◽  
Cesar Navarrete
Keyword(s):  
Social Network ◽  
Social Networking ◽  
Online Social Networks ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Online Social Network ◽  
Online Course ◽  
Formal Learning ◽  
The Social

<p>While the potential of social networking sites to contribute to educational endeavors is highlighted by researchers and practitioners alike, empirical evidence on the use of such sites for formal online learning is scant. To fill this gap in the literature, we present a case study of learners’ perspectives and experiences in an online course taught using the Elgg online social network. Findings from this study indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students’ experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and “workarounds” to manage their time and participation.<br /><strong></strong></p>

Facebook as an Educational Environment for Mathematics Learning

2014 ◽  
pp. 171-190
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

Survey of Students' Perception and the Influence of Learning Style Preferences on Learner's Intention to Use 3D Visualization Instruction

2016 ◽  
pp. 297-316
Author(s):  
Yu-Hsin Hung ◽  
Ray I. Chang ◽  
Chun Fu Lin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Intention To Use ◽  
Learning Style Preferences ◽  
Computer Science Pedagogy ◽  
Style Preferences ◽  
3D Representations

3D visualization specifically has been widely applied in a broad range of fields, including computer science, pedagogy, and so forth. 3D visualization instruction has become the essential tool that uses computer programs to generate 3D representations of manmade objects. For users, 3D visualization instruction can be manipulated, altered and efficiently communicated to others, and it is efficient for teaching and learning. The aim of this study is investigating students' perception toward 3D visualization instruction, and the influence of learning-style preferences on learners' intentions to use 3D visualization instruction. We are trying to develop the experiment which undergraduate students participated in this study, the purpose of which was to investigate the utilize 3D visualization instruction access to the single learning style and multiple learning styles. Data mining technology was employed in this study to identify multiple learning styles. The result showed that high visual and high sensing learning style has potential of using 3D visualization instruction.

A Framework for Knowledge Management in Higher Education Using Social Networking

2012 ◽  
Vol 3 (2) ◽  
pp. 44-54 ◽  
Author(s):  
Vladlena Benson ◽  
Stephanie Morgan ◽  
Hemamali Tennakoon
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Social Networking ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Online Social Networking ◽  
Student Life ◽  
Knowledge Resources ◽  
Research Questions ◽  
Education Platform

Recent years show an increase in the popularity of online social networking among the younger generation that opens up possibilities for educators to use it as a higher education platform. The focus of this paper is to highlight some open research questions in the context of knowledge management in higher education with the use of online social networking. Analysis of current research reveals that social networking sites are a useful tool in teaching and learning as well as in employability and career management of students. However, research is limited in terms of the applicability of social networking sites in other parts of the student life cycle including lifelong learning. The possibility of using online social networking in knowledge management, particularly in the area of knowledge accumulation and knowledge sharing is yet to be properly addressed by researchers. Therefore, the purpose of this paper is to draw attention to some implications of exploiting knowledge resources with online social networking for HE institutions.

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