Internet Workshop and Blog Publishing: Meeting Student (and Teacher) Learning Needs to Achieve Best Practice in the Twenty-First-Century Social Studies Classroom

Frye, Elizabeth M.; Trathen, Woodrow; Koppenhaver, David A.

doi:10.1080/00377990903284070

Cited by 18 publications

(15 citation statements)

References 5 publications

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“…, ; Ciftci & Kocoglu, ; Frye et al . , ; Lee, ; Novakovich & Long, ); thus, it is probable that the null hypothesis will be rejected in all three cases.…”

Section: Methodsmentioning

confidence: 96%

Fostering critical thinking and reflection through blog‐mediated peer feedback

Novakovich

2015

Computer Assisted Learning

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The introduction of digital literacy practices has created a tension in academia, with many academics challenging the view that critical thinking can be fostered on social networks. A quasi‐experimental study was conducted on two sections of university‐level writing classrooms to determine if there were meaningful differences in the quality of writing and peer feedback generated through in‐class draft workshops using traditional methods as compared to draft workshops using a blogging platform. The results indicated that blogs produced a higher quality of writing as measured by grades, f(42) = 11.512, p < .002 and acceptance scores, f(42) = 8.364, p < .006. Furthermore, blog‐mediated peer workshops produced a statistically significantly higher number of critical comments, f(42) = 120.438, p < .000; and directive comments, f(42) = 33.861, p < .000. There were no statistically significant differences in the number of editing comments, f(42) = .001, p < .974, and traditional draft workshops produced a statistically significant higher number of naïve comments, f(42) = 14.119, p < .001. Within the study, critical comments were found to correlate positively with learning outcomes, b = 1.115, t(41) = 2.716, p < .01. The findings suggest that blogging software improved learner performance and fostered complex literacy skills.

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“…, ; Ciftci & Kocoglu, ; Frye et al . , ; Lee, ; Novakovich & Long, ); thus, it is probable that the null hypothesis will be rejected in all three cases.…”

Section: Methodsmentioning

confidence: 96%

Fostering critical thinking and reflection through blog‐mediated peer feedback

Novakovich

2015

Computer Assisted Learning

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“…This single location communication paves the way for conversations that are needed and increases the potential of higher students learning that goes beyond the topic brought up by the moderator or the instructor (Hurt et al, 2012;Al-Rahmi & Othman, 2013a;Al-Rahmi et al, 2014). In a related study Liu, Liu, Chen, Lin, & Chen (2011) contend that social media's encouragement and generation of information sharing call for the understanding of it as a tool, and by providing students with the virtual community experience, they can comprehend the content and create networks via different sources (Frye, Trathen, & Koppenhaver, 2010). This opportunity paves the way to H1: There is a significant relationship between interactivity among student group members and collaborative learning.…”

Section: Social Media Use and Interactivity With Group Members And Peersmentioning

confidence: 99%

“…This is because it is their responsibility to promote student's creativity, assess activities, and explain misunderstanding arising from the content area and knowledge creation in order to sustain the learning environment integrity (Frye et al, 2010;Liu, 2011). Some lecturers as well as supervisors have identified methods to integrate social media in their lectures and curricula while others are not willing to use it (Fewkes & McCabe, 2012).…”

Section: Social Media Use and Interactivity With Supervisors And Lectmentioning

confidence: 99%

“…Therefore, it is crucial for educators to determine the effective methods that can assist in integrating social media into classes (Fewkes & McCabe, 2012). They can make use of social media to boost students' creativity and exploration of curricula content (Frye et al, 2010;Lamb & Johnson, 2010). Social media provides various alternatives to the development of actual products via blogs, YouTube and even podcasts and it also enables the exploration of content material in new knowledge generation (Frye et al, 2010;Lamb & Johnson, 2010;Al-Rahmi, & Othman, 2013a;and Al-Rahmi et al, 2014;2015).…”

Section: Intention Towards Using Social Mediamentioning

confidence: 99%

“…They can make use of social media to boost students' creativity and exploration of curricula content (Frye et al, 2010;Lamb & Johnson, 2010). Social media provides various alternatives to the development of actual products via blogs, YouTube and even podcasts and it also enables the exploration of content material in new knowledge generation (Frye et al, 2010;Lamb & Johnson, 2010;Al-Rahmi, & Othman, 2013a;and Al-Rahmi et al, 2014;2015). By satisfying the creative learners' need with cooperative learning, they will be more able to balance their individualism and peer connection, and this ultimately results in ideas creation (Garrett, 2011;Shoshani & Braun, 2007).…”

Section: Intention Towards Using Social Mediamentioning

confidence: 99%

See 2 more Smart Citations

The Role of Social Media for Collaborative Learning to Improve Academic Performance of Students and Researchers in Malaysian Higher Education

Al-Rahmi

Othman

Yusuf

2015

IRRODL

100

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Social media is widely considered to improve collaborative learning among students and researchers. However, there is a surprising lack of empirical research in Malaysian higher education to improve performance of students and researchers through the effective use of social media that facilitates desirable outcomes. Thus, this study offers a review of the empirical literature, and its distinctiveness stems from the focus on collaborative learning and engagement to understand the interactive factors relevant that affect academic performance. This study also explores factors that contribute to the enhancement of collaborative learning and engagement through social media. It is unique in that it highlights that the effective use of social media for collaborative learning, engagement, and intention to use social media" -a phenomenon that relies on the theory of social constructivist learning. The findings showed that collaborative learning, engagement, and intention to use social media positively and significantly relate to the interactivity of research group members with peers and research students with supervisors to improve their academic performance in Malaysian higher education.

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The Digital Challenge

Abrams¹,

Merchant²

2013

International Handbook of Research on Children's Literacy, Learning, and Culture

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Internet Workshop and Blog Publishing: Meeting Student (and Teacher) Learning Needs to Achieve Best Practice in the Twenty-First-Century Social Studies Classroom

Cited by 18 publications

References 5 publications

Fostering critical thinking and reflection through blog‐mediated peer feedback

Fostering critical thinking and reflection through blog‐mediated peer feedback

The Role of Social Media for Collaborative Learning to Improve Academic Performance of Students and Researchers in Malaysian Higher Education

The Digital Challenge

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