Heuristic Evaluation of the use of Blackboard &amp; Facebook Groups in Computing Higher Education

Carmichael, Dawn; MacEachen, Claire

doi:10.5815/ijmecs.2017.06.01

Cited by 13 publications

(7 citation statements)

References 25 publications

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“…For example, Facebook is a social network that is used for educational purposes as an educational tool [15]- [17]. In their study [18] confirmed former results in the literature in regard to the usefulness of Facebook (a Social networking site) for learning; that Facebook provides key approaches for learning and it is useful for effective communication between peers. Moreover, C. Lampe et al [19] investigated how do students perceive using Facebook for classroom-related collaborative activities and found that using social media tools improved students' self-efficacy and create students who are motivated to communicate with others.…”

Section: The Use Of Social Network Sites (Snss) Cloud Storages Services and File-sharing Services In Educationsupporting

confidence: 66%

Social RE-PBL: An Approach for Teaching Requirements Engineering Using PBL, SNSs, and Cloud Storages and File-Sharing Services

Al-Qora'n¹

2021

IJIET

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Requirements engineering process showed that it has the potential to affect software development process and consequently cause unexpected problems in the produced software. Reducing the likelihood of such issues requires proper preparation for software engineering students during their undergraduate studies to reduce the gap between theory and practice. Students must develop the soft skills that are needed to practice software engineering activities, especially requirements engineering. Accordingly, encouraging students to learn and practice requirements engineering concepts and activities are required. Students undertake the requirements engineering course in one semester, where the lecturer focuses on delivering the theoretical concepts to students which creates teacher-centred learning. It is difficult for students to develop the required critical thinking and communication skills that enable them to solve real-world problems in such a teacher-centred environment. This study uses Project-Based Learning (PBL), Social Networking Sites (SNSs) and cloud enhanced communication to design a non-traditional teaching approach to improve students’ learning and to achieve a learner-centred learning environment in a requirements engineering course. The developed approach was applied to a requirements engineering course at our university to investigate its effectiveness and its impact on students’ learning ability. The students in the investigational group learned with the new method; however, the students in the control group learned with the traditional learning method. The results of our experiment show that the proposed approach significantly improved the achievement, motivation and attitude of our students as well as

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Section: The Use Of Social Network Sites (Snss) Cloud Storages Services and File-sharing Services In Educationsupporting

confidence: 66%

Social RE-PBL: An Approach for Teaching Requirements Engineering Using PBL, SNSs, and Cloud Storages and File-Sharing Services

Al-Qora'n¹

2021

IJIET

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“…Combining the breakout groups with the discussion board posts, again allows not just for interaction, but a more enriched and interactive learning experience. There is ample literature that supports that peer-to-peer instruction is very effective ( Carmichael & MacEachen, 2017 ; Katsifli et al., 2010 ;). It has been our consistent experience that students will present explanations or provide illustrations of concepts that facilitate the learning process of their peers.…”

Section: Suggestions For Developing Online Etiquette and Professional Behavioursmentioning

confidence: 99%

Reimagining higher education during and post-COVID-19: Challenges and opportunities

Neuwirth

Jović

Mukherji

2020

Journal of Adult and Continuing Education

358

191

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The coronavirus (COVID-19) pandemic has required faculty and students to adapt to an unprecedented challenge and rapidly transition from traditional face-to-face instruction to distance learning formats through virtual classrooms. While most campuses trained faculty to ensure quality and maintenance of the curriculum through virtual classrooms, less consideration has been given to training students, who face equal challenges in adapting to this abrupt change in the delivery of the curriculum. Few approaches have been developed for students to facilitate their involuntary transition to virtual classrooms and maintenance of appropriate online learning behaviours and etiquette. Presented here are a series of propositions to help to maintain and enhance the quality of college student engagement and activity in the virtual classroom. These guidelines are from one example of the State University of New York public educational system perspective, at the pandemic’s epicentre, while serving a diverse student population. Initiating a meaningful dialogue between faculty, who are engaged in efforts to cope and adapt to the pandemic, may prove useful in re-envisioning and re-designing future curriculum. This may facilitate future discussions on creating best practices guidelines for asynchronous/synchronous virtual classrooms post the pandemic. The present rapid communication suggests a framework for faculty to develop such guidelines to address the current gap in the literature.

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“…Heuristic evaluations have been used to improve e-learning and online instruction, such as web-based writing courses (Miller-Cochran & Rodrigo, 2006), web-based tools for collaboration (Hvannberg et al, 2007), web-based support for competence maps (Stoof et al, 2007), online employee training (Zaharias & Poulymenakou, 2009), MOOC-like online courses (Zaharias & Koutsabasis, 2012), virtual laboratories (Davids et al, 2013), game-based social skills training (Tan et al, 2013), and peer communication (Carmichael & MacEachen, 2017). These tests were able to reveal issues in system design (e.g., access, navigation, and clarity), which allowed the developers to address problems in future studies or interventions.…”

Section: Heuristic Evaluations Of Srl Designmentioning

confidence: 99%

A Heuristic Evaluative Framework for Self-Regulated Learning Design

Roscoe

McNicol

Bhat

et al. 2020

Proceedings of the Human Factors and Ergonomics Society Annual

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Researchers and educators have explored a variety of technologies to facilitate self-regulated learning (SRL). Drawing from contemporary perspectives on SRL, this paper articulates two fundamental design principles for SRL-promoting technologies: the platform principle and the support principle. This paper then discusses how usability inspection methods, such as heuristic evaluations and cognitive walkthroughs, can readily assess whether and how these needs are met. This framework can assist researchers and educators in evaluating technologies to make strategic design and implementation decisions aligned with self-regulation.

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Heuristic Evaluation of the use of Blackboard & Facebook Groups in Computing Higher Education

Cited by 13 publications

References 25 publications

Social RE-PBL: An Approach for Teaching Requirements Engineering Using PBL, SNSs, and Cloud Storages and File-Sharing Services

Social RE-PBL: An Approach for Teaching Requirements Engineering Using PBL, SNSs, and Cloud Storages and File-Sharing Services

Reimagining higher education during and post-COVID-19: Challenges and opportunities

A Heuristic Evaluative Framework for Self-Regulated Learning Design

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