Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings

Abstract

Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. However, very few studies link mobile Web 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal contexts. A study of collaborative learning and mobile Web 2.0 usage practices in real-life problem solving activities was carried out with 18 participants recruited from a local faith based community club. Research data was gathered through observational studies, open-ended questionnaires, semi-structured interviews and by logging content captured on mobile devices. Data analysis examined learner demographics, social interactions and artefacts produced in activities. Results indicate that the choice and use of mobile Web 2.0 to support collaborative learning in semi-formal settings is based on the ways in which technological functions effectively support and enhance established social relations and practices.

Designing a Combined Learning Model in Technical and Vocational Education

“…These results are in line with the results of research of Mirmoghtadaie, Ahmady (2019), Najafi (2017), Savari and Falahi (2017), Ajam (2015), Karami and Salari (2013), Seyedi, Yaghoubi (2012), Li et al (2019). ), Colasante Hall Vanden, Elsen (2017), Mwanza-Simwami (2016), Ardid et al (2015), Glazer (2012), Khan (2007) and Akker (2003) were consistent. For example, Mirmoghtadaie, Ahmady (2019) while conducting research concluded that combined learning had 5 levels and 40 subclasses, which included student competencies, teacher competencies, technical aspects, pedagogical field and supportive environment.…”

“…In another study, Colasante and Hall Vanden Elsen (2017) designed a hybrid learning model in technical and vocational education that included three elements of active learning, interactive learning, and online communication, with a strong emphasis on faculty presence. The results of Mwanza-Simwami (2016) showed that the combined approach is more effective than traditional and electronic approaches alone. Ardid et al (2015) introduced the dimensions of combined learning including pedagogy, technology, learning style and methodology.…”