Learner Views about Cooperative Learning in Social Learning Networks

Çankaya, Serkan; Yünkül, Eyup

doi:10.5539/ies.v11n1p52

Cited by 17 publications

(15 citation statements)

References 31 publications

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“…This revelation corroborates previous studies in the literature. Cankaya and Yunkul (2018) found in their study that WhatsApp is the most used social networking sites by participants in a mixed method study. Similarly, Abdulla (2017) also discovered that among other social networking sites like Twitter, Instagram, and Facebook, WhatsApp is the most preferred by university students.…”

Section: Discussionmentioning

confidence: 99%

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Udenze¹,

Oshionebo²

2020

Etkileşim

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The adoption of new media technologies is rapidly becoming a trend in educational environment. Given the growing popularity of social media, it has become pertinent to understand and adopt social media networks in developing future educational blue prints. This study investigates the extent to which WhatsApp platform could engender collaborative learning among undergraduate students in the University of Abuja, Gwagwalada, Nigeria. To achieve this aim, a dual research methodology was employed to drive the study. Both survey and Focus Group Discussion (FGD) were employed respectively. Surveying 400 undergraduates, data from the survey were analysed using Simple Percentage Table (SPT) and Microsoft Office tools, while data that emanated from the focus group were analysed thematically. The study incorporated ‘Technology Acceptance Model’ (TAM) to direct and guide it. Discoveries from the study found that “perceived usefulness” and “perceived ease of use” engender the use of WhatsApp among students. Also, it was discovered that students incorporated and domesticated class WhatsApp group for various purposes, particularly for learning. Overall, the study found that class WhatsApp group engenders collaborative learning to a large extent. However, it was discovered that the major challenge in class WhatsApp groups is the posting of irrelevant contents on the platforms. The study concluded that it is paramount to fully harness the potentials of WhatsApp in order to enhance learning in higher institutions.

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Section: Discussionmentioning

confidence: 99%

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Udenze¹,

Oshionebo²

2020

Etkileşim

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“…Albeit, it is noted that SM’s adoption for educational use was significantly high in courses that put more importance on practice (training) rather than theory, such as in medical education where it is being as part of student-centred learning approaches i.e. flipped classrooms, cooperative and collaborative learning methods (Alenazy et al., 2019; Cankaya and Yunkul, 2017; Cheston et al., 2013; Dyson and Casey, 2016; George and Dellasega, 2011; Lin and Hwang, 2019). On the contrary, many researchers remained sceptical of SM use and impact on users in education settings and have raised several concerns.…”

Section: Summary and Future Workmentioning

confidence: 99%

A social media adoption framework as pedagogical instruments in higher education classrooms

Hamadi

El-Den

Sriratanaviriyakul

et al. 2020

E-Learning and Digital Media

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Social Media (SM)’s use as pedagogical tools in Higher Education (HE) institutions is gaining robust momentum among researchers from different disciplines. While most universities implemented Learning Management Systems (Blackboard Learn, Moodle, etc.) as essential instruments in their teaching and learning(T&L) methods, the adoption of SM platforms such as Facebook, YouTube, etc., as in-class educational and communication tools is still in its infancy. Despite the numerous available studies on SM’s adoption as T&L instruments in HE, little has been made to develop a standard framework for SM’s integration as effective educational tool in classroom environments. This paper followed a thematic review of 19 relevant studies to analyse and identify common practices and findings on SM’s inclusion as T&L tools in HE. Subsequently, the findings formed the basis in developing a conceptual framework for SM’s integration as pedagogical tools in HE classrooms. This framework introduces SM’s adoption process as a formal educational tool, the development of SM implementation processes, and assists in understanding the influence of SM on education environments. The research outlines major findings in current literature, thereby, providing valuable insights on SM’s use in education, besides forming the basis for future quantitative and qualitative researches in this area of study.

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“…The relevant literature covers studies (Erten, 2015, Yilmaz & Karaoglan-Yilmaz, 2020Cankaya & Yunkul, 2018) that analyze students' online cooperative learning attitudes through making online cooperative applications just as in this study. Of these, only Erten (2015) examined the difference in students' pre-and post-attitudes towards online collaboration.…”

Section: Discussionmentioning

confidence: 99%

University students’ online cooperative learning attitudes and its relationship with course achievement

YAKAR>

2022

Journal of Educational Technology and Online Learning

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This study attempts to examine the effect of online cooperative teaching on students' attitudes towards online cooperative learning (OCLAS) and the relationship between OCLAS and course achievement. Besides, students' views on online collaborative practice were taken. The study was conducted with the 3rd year pre-service teachers who were studying at the primary school mathematics teaching program of a state university in Turkey and who received the "algebra teaching" course during the spring term of the 2020-2021 academic year. Having the nested mixed method design, quantitative data were collected through use of a one-group pretest-posttest quasi-experimental design and correlational design. The findings revealed no statistically significant difference across the students' attitudes towards online cooperative learning after the implementation. In addition, the interviews conducted with students who had different attitude levels indicated that all of the students took certain advantages of the implementation and that they found the Google tools (docs, slides, forms, spreadsheet) used in group work convenient and useful for collaboration. The findings also suggested no significant relationship between the students’ achievement in the Algebra Teaching Achievement Test and their attitudes towards online cooperative learning.

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Learner Views about Cooperative Learning in Social Learning Networks

Cited by 17 publications

References 31 publications

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

A social media adoption framework as pedagogical instruments in higher education classrooms

University students’ online cooperative learning attitudes and its relationship with course achievement

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