Digitally Inspired Thinking: Can Social Media Lead to Deep Learning in Higher Education?

Samuels-Peretz, Debbie; Camiel, Lana Dvorkin; Teeley, Karen H.; Banerjee, Gouri

doi:10.1080/87567555.2016.1225663

Cited by 23 publications

(7 citation statements)

References 33 publications

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“…It was different with Hou [22] finding where discussion affects the cognitive process only in the level of understanding. This research aligned with Peretz, et al where social media helped students to use high order thinking to lead them experiencing profound learning [4]. Interaction by commenting or posting pros or cons ideas developed students' analytical skills in considering information deeper from a different point of views and led those students to involve in knowledge discussion.…”

Section: B Attitudes In Using Social Media Based On Cognitive Domainsupporting

confidence: 82%

“…Sugimoto in his research argued that social media enables interaction among the students and educators, and facilitates them to express their ideas or opinions [3]. Utilizing social media for learning purposes train the students to develop higher order thinking skills [4] and creativity [5]. The ability of social media (e.g., Twitter, Facebook, Blog) to facilitate broader interaction among the users encourages the implementation of studentcentered learning approach in higher education [6] [7] through student involvement [8] [9] and enhance students' self-confidence in communicating their ideas [10].…”

Section: Introductionmentioning

confidence: 99%

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Higher Education Students’ Attitude Involving Cognitive Process in Using Social Media

Paseleng¹,

Laoli²

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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The utilization of social media in the learning process has been applied in higher education. In fact, the use of social media is most effective by involving six levels of the cognitive process. This study aimed to provide an overview of the use of social media by the college students for learning purposes as well to measure their cognitive process when using the social media. The quantitative approach was applied in this research using data from the self-assessment questionnaire. The result showed that students mostly used a blog on social media with the involvement of all cognitive domain levels. Nevertheless, it needed to be prepared the strategy to maximize the cognitive process in the level of understanding and evaluating. Utilize social media for knowledge discussion is considered to enhance students' engagement and the instructor has a prominent role in promoting learning through social media.

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Section: B Attitudes In Using Social Media Based On Cognitive Domainsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Higher Education Students’ Attitude Involving Cognitive Process in Using Social Media

Paseleng¹,

Laoli²

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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“…Compared to blogs, the accessibility of these mobile social media is much more direct, and the notification systems allow for more dynamic sharing of knowledge (Chawinga 2017). A study across a variety of disciplines showed that students are comfortable with frequently using social media in their education and that it supports deep learning (Samuels-Peretz et al 2017).…”

Section: Social Mediamentioning

confidence: 99%

A toolbox for digitally enhanced teaching in synthetic biology

Muth

Sánchez

Claus

et al. 2021

FEMS Microbiology Letters

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The global pandemic of COVID-19 has forced educational provision to suddenly shift to a digital environment all around the globe. During these extraordinary times of teaching and learning both the challenges and the opportunities of embedding technologically enhanced education permanently became evident. Even though reinforced by constraints due to the pandemic, teaching through digital tools increases the portfolio of approaches to reach learning outcomes in general. In order to reap the full benefits, this Minireview displays various initiatives and tools for distance education in the area of Synthetic Biology in higher education while taking into account specific constraints of teaching Synthetic Biology from a distance, such as collaboration, laboratory and practical experiences. The displayed teaching resources can benefit current and future educators and raise awareness about a diversified inventory of teaching formats as a starting point to reflect upon one's own teaching and its further advancement.

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“…A knowledgeable and resourceful expert learner distinguishes themselves by the active perception of information and its transformation into deep knowledge (Meyer et al, 2014). The active and deep processing of new information focusing on meaning and the interconnections of texts, ideas, structures and integral relations, the use of higher cognitive strategies for the analysis of perceived information from different perspectives and its reconstruction, the linking of new knowledge with previous knowledge and reflection on ones' own learning are typical of expert learners (Marton & Saljo, 2008;Bran, 2014;Golightly & Raath, 2015;Asikainen & Gijbels, 2017;Samuels-Peretz et al, 2017;Peng & Chen, 2019). According to these researchers, the interaction between the strategies of information perception and reorganisation and intrinsic motivation are needed for the creation of personal deep comprehension.…”

Section: Introductionmentioning

confidence: 99%

Development of Knowledgeable and Resourceful Learners

Galkienė

Monkevičienė

2021

Inclusive Learning and Educational Equity

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This chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.

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Digitally Inspired Thinking: Can Social Media Lead to Deep Learning in Higher Education?

Cited by 23 publications

References 33 publications

Higher Education Students’ Attitude Involving Cognitive Process in Using Social Media

Higher Education Students’ Attitude Involving Cognitive Process in Using Social Media

A toolbox for digitally enhanced teaching in synthetic biology

Development of Knowledgeable and Resourceful Learners

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