Facebook as learning platform: Argumentation superhighway or dead-end street?

Kirschner, Paul A.

doi:10.1016/j.chb.2015.03.011

Cited by 62 publications

(44 citation statements)

References 21 publications

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“…Still, as stated by Kirschner (2015), that students may not know how to use such apps in academic work, because these apps are used mostly for information exchange. Furthermore, Kirschnera affirmed in his study that "there is a long road to travel down before social networking sites like Facebook can be effectively and efficiently used as tool for knowledge construction, and knowledge creation (p. 4).…”

Section: Smart Devices \ Social Media and Students' Attitudes Towardsmentioning

confidence: 99%

The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

AlAdwani¹,

Al-Fadley²

2017

ELT

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The current study is a quantitative research that examined the mean differences of the students' attitude towards reading, based upon several demographic variables (such as gender, grade level and social media devices usage)The researchers used the Students' Reading Attitude Survey (SRAS) as the dependent variable; the sample consisted of 812 young elementary students (from the 5th and 6th grade) randomly selected from public schools.The research findings revealed that Kuwaiti students possess favorable attitudes toward both leisure and academic reading. Girls showed more positive attitudes toward reading than boys did. Younger students from the 5 th grade showed more positive attitude toward reading than those of the 6 th grade. Nevertheless, the results indicated that having an account in Instagram, Snap chat, or YouTube, or possessing a smart device had a negative effect on attitudes towards reading.This study is expected to help curriculum designers, education policy makers, and English teachers to promote independent reading amongst school students and enable them to move beyond traditional books by encouraging them to form a community of life-long readers in the Arab world.

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Section: Smart Devices \ Social Media and Students' Attitudes Towardsmentioning

confidence: 99%

The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

AlAdwani¹,

Al-Fadley²

2017

ELT

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“…(Sørensen, 2017, s. 1) I international kontekst er der som Sørensen (2017) diskuterer divergerende syn på studerendes inkorporering af sociale medier i relation til deres studiepraksis. Mens nogle fremhaever fx Facebook, som meningsfuldt og relevant i de studerendes studiepraksisser (Aaen & Dalsgaard, 2016;Cuesta et al, 2015;McEwan, 2011), naerer andre bekymringer omkring sociale mediers egnethed i relation til uddannelse (Kirschner, 2015, Friesen & Lowe, 2012. Generelt synes der dog at vaere enighed om, at ideen om de studerende som selvdrevne og saerdeles kompetente digitale indfødte er problematisk og ensidig.…”

Section: Studerendes Brug Af Digitale Teknologier I Uddannelseunclassified

Studerendes digitale læringsmiljøer: læringsplatform eller medieøkologi?

Caviglia¹,

Dalsgaard

Davidsen³

et al. 2018

LOM

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Formålet med artiklen er at undersøge, hvad universitetsstuderendes digitale læringsmiljøer består af med henblik på at forstå samspillet mellem institutionelle systemer og de værktøjer, som studerende selv varetager. Udgangspunktet for artiklen er en undersøgelse af 128 humaniora studerendes digitale læringsmiljøer. Formålene med undersøgelsen er 1) at give et overblik over, hvilke værktøjer studerende anvender til deres studieaktiviteter, 2) at finde frem til de mest anvendte og vigtigste værktøjer for studerende, og 3) at afdække, hvilke aktiviteter værktøjerne anvendes til. Undersøgelsen viser først og fremmest en udpræget variation i studerendes mediebrug. Nogle af de mest anvendte værktøjer i studerendes digitale læringsmiljøer er Facebook, Google Drev, notetagningsværktøjer og institutionelle systemer. Derudover viser undersøgelsen, at værktøjerne opfylder nogle meget grundlæggende behov hos de studerende såsom samarbejde, kommunikation og feedback. Endelig viser undersøgelsen, at de fleste vigtige værktøjer er uafhængige af de systemer, der stilles til rådighed af uddannelsesinstitutionerne. På baggrund af undersøgelsen diskuteres, hvordan institutionelle systemer spiller sammen med øvrige værktøjer i de studerendes læringsmiljøer, og hvordan man kan kvalificere studerendes digitale læringsmiljøer i forhold til eksisterende og fremspirende behov.

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“…He recommends an alternative to community that suggests that institutions, subjects and individuals could give 'each other support not by the assumed sharing of values implied by ''community'' but through negotiation and exchange' (Kogan 2000, p. 216). Permitting different values could sustain the diversity needed for fruitful knowledge construction (Kirschner 2015).…”

Section: Research In Learning Technologymentioning

confidence: 99%

Participant association and emergent curriculum in a MOOC: can the community be the curriculum?

Bell¹,

Mackness²,

Funes³

2016

Research in Learning Technology

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We investigated how participants associated with each other and developed community in a Massive Open Online Course (MOOC) about Rhizomatic Learning (Rhizo14). We compared learner experiences in two social networking sites (SNSs), Facebook and Twitter. Our combination of thematic analysis of qualitative survey data with analysis of participant observation, activity data, archives and visualisation of SNS data enabled us to reach a deeper understanding of participant perspectives and explore SNS use. Community was present in the course title and understood differently by participants. In the absence of explanation or discussion about community early in the MOOC, a controversy between participants about course expectations emerged that created oppositional discourse. Fall off in activity in MOOCs is common and was evident in Rhizo14. As the course progressed, fewer participants were active in Facebook and some participants reported feelings of exclusion. Despite this, activity in Facebook increased overall. The top 10 most active participants were responsible for 47% of total activity. In the Rhizo14 MOOC, both community and curriculum were expected to emerge within the course. We suggest that there are tensions and even contradictions between 'Community Is the Curriculum' and Deleuze and Guattari's principles of the rhizome, mainly focussed on an absence of heterogeneity. These tensions may be exacerbated by SNSs that use algorithmic streams. We propose the use of networking approaches that enable negotiation and exchange to encourage heterogeneity rather than emergent definition of community.

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Facebook as learning platform: Argumentation superhighway or dead-end street?

Cited by 62 publications

References 21 publications

The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

Studerendes digitale læringsmiljøer: læringsplatform eller medieøkologi?

Participant association and emergent curriculum in a MOOC: can the community be the curriculum?

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