Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US

Sadykova, Gulnara

doi:10.19173/irrodl.v15i3.1629

Cited by 41 publications

(18 citation statements)

References 27 publications

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“…In the case of distance learners, online interaction has become vital since they find support in their online classmates to clarify the information given and at the same time collaborate in activities. These collaborative activities enhance not only learning, but also a space to develop social relationships (Sadykova, 2014). Online learning permits learners to build experience and knowledge through asking questions, analyzing content, sharing opinions, showing agreement and disagreement towards another point of view (Amry, 2014;Chan, 2005;Moore & Marra, 2005).…”

Section: Online Interactionsmentioning

confidence: 99%

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Robles¹,

Guerrero²,

Solano³

et al. 2019

JITE:Research

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Aim/Purpose: The purpose of this study was to analyze the online teacher- students’ interactions using WhatsApp, an instant messaging tool, and to identify the students’ view towards the use of that tool in a law course from a higher education institution in Colombia. Background: WhatsApp is a trending tool that is ultimately being used in academic contexts. However, little research is known on the types of interactions that occur when teachers are involved in student conversation groups. Methodology: This is a mixed- method study. Participants completed an opinion survey in order to establish students’ satisfaction towards the use of WhatsApp to complement face-to- face classes, a focus group to explore in depth the students´ opinions and acceptance of the WhatsApp tool for academic purposes and a chat conversation register to analyze the different types of interactions. The sample included 166 Law students. Contribution: Our contribution is to enrich the current literature on the interactions between teachers and students in a virtual environment where teachers can monitor the different academic tasks, coordinate in real time and analyze the students’ interactions that impact on the students’ ´learning process. Findings: The findings found in this research reveal that the different interactions between students and teachers in order to facilitate learning should be valued not only the relationships of knowledge construction, but also the social and interdependence presences due to the fact that in traditional learning processes they are not usually taken into account. Recommendations for Practitioners: The results of our research give evidence of how students in each subgroup (Plaintiffs, Defendant or Judges) diversify the use of the WhatsApp tool. Whether it is to organize, coordinate meetings, plan work, make quick inquiries, clear doubts, share messages and especially be able to communicate in real time and directly with the teacher, thus facilitating the learning process in the classroom. Recommendation for Researchers: This study identified that law university students appear to have a special preference for the WhatsApp tool, thanks to the immediacy of being able to coordinate tasks and communicate with the teacher, in comparison to using other technological means such as email. We recommend continuing to explore the use of WhatsApp in other different disciplines in order to compare the teacher-student interactions. Impact on Society: The analysis of academic interactions through WhatsApp may lead to further exploration of innovative forms of communication of teachers with their millennial students and new teacher roles to design constructive learning environments. Future Research: Future studies are suggested with regard to this topic and it would be interesting to carry out research work that deeply analyzes the role the instructor plays when participating in a WhatsApp chat group with academic purposes and how it may condition the way students interact.

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Section: Online Interactionsmentioning

confidence: 99%

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Robles¹,

Guerrero²,

Solano³

et al. 2019

JITE:Research

View full text Add to dashboard Cite

show abstract

“…Works that address accessibility have been identified as in SanchezGordon and Lujan-Mora (2013); the machine learning, such as Singh and Lal (2013); of the evaluation platforms as in Kay, Reimann, Diebold, and Kummerfeld (2013); instructional design, course format and material production in Grünewald et al (2013); engagement, incentives and tools for production as discussed by Anderson, Huttenlocher, Kleinberg, and Leskovec (2014); flipped classroom, forums, interaction, gamifications, metadata and issues related to course quality as in Speck et al (2014) and Sadykova (2014).…”

Section: Design and Technologymentioning

confidence: 99%

Analysis of the scientific literature on Massive Open Online Courses (MOOCs) / Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC)

Zancanaro

Domingues

2017

RIED

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Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC) Airton Zancanaro Maria José Carvalho de Souza Domingues Universidade Regional de Blumenau, FURB (Brasil) AbstractMassive Open Online Courses (MOOCs) have been gaining attention from Academy by the disruptive innovation with which technology is brought into the educational system. Due to the emergence of the theme, the area needs recent bibliometric studies that point at previous studies about it and indicate directions for further research. Therefore, this study aims to map MOOC researches on published until December 2014 in two scientific databases: Scopus and Web of Science. Relevant aspects of scientific literature on MOOCs were explored from the collected data such as: (i) the number of publications per year; (ii) mapping of the institutions; (iii) authors with the most publications; (iv) classification in macro-theme of the identified jobs and (v) references most used by the authors. For the analysis, it was used 294 papers written by 694 authors, affiliated with 266 institutions. In the articles analysed, the authors used 5,060 different references, as well as 634 different keywords. This work, in addition to a mapping of research, aims to contribute to the spreading of the idea that the MOOC theme is emerging, promising and it needs to go further in the development of new researches.Keywords: Massive Open Online Courses; bibliometric studies; databases. ResumenLos Massive Open Online Courses (MOOC) están ganando atención en el campo académico por la innovación disruptiva que llevan para el sistema educativo. Debido a la emergencia del tema, el área necesita estudios bibliométricos recientes que apunten los estudios realizados previamente y sugieran pautas para futuras investigaciones. Por tanto, el presente trabajo tiene como objetivo mapear las investigaciones acerca de MOOCs publicadas hasta diciembre de 2014 en dos bases de datos científicas: Scopus y Web of Science. A partir de los datos recogidos, algunos aspectos relevantes fueron explorados, a saber: (i) el número de publicaciones por año; (ii) el mapeo de las instituciones; (iii) los autores con la mayor cantidad de publicaciones; (iv) la clasificación en macrotemas de los trabajos identificados y (v) las referencias más utilizadas por los autores. Para el análisis, fueron utilizados 294 artículos escritos por 694 autores, afiliados a 266 instituciones. En esos trabajos los autores utilizaron 5.060 referencias diferentes, así como 634 palabras clave. En los artículos analizados, los autores utilizaron 5.060 referencias diferentes, así como 634 palabras claves diferentes. Este trabajo, además de un mapeo de investigación, tiene como objetivo contribuir para la

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“…Thirdly, in parallel, there is evidence of a greater awareness of the cultural diversity that characterizes the student population at HEI, which merits the development of educational designs that recognize, value, and respect that diversity (Sadykova, 2014;Shimoni, Barrington, Wilde & Henwood, 2013). Thus, it is worth highlighting the development of culturally sensitive and relevant educational designs as an attribute of virtual education.…”

Section: Accessible and Inclusive Learning Outcomesmentioning

confidence: 99%

“…In Figure 5, one dimension in the subcategory related to online learning potential deals with the mediating role among peers, a condition that favors online collaborative learning. Sadykova (2014) examined the mediation roles that peers may play in the context of multicultural online learning environments. Peers become invaluable mediators of knowledge.…”

Section: Challenges Faced By Hei In Creating Inclusive Curriculamentioning

confidence: 99%

Research on Virtual Education, Inclusion, and Diversity

Fermín-González

2019

IRRODL

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This article covers a topic related to increases in the existing heterogeneity of the university student population, specifically in virtual learning environments. There is a growing concern for offering training alternatives that include all students. As the first step in a line of research related to quality, equity, and inclusion in e-learning, we aim to identify emerging trends in research on inclusive virtual education (IVE) at the higher education level and how inclusion is conceptualized. Our goal is to provide ideas on future research topics and raise issues for further exploration. This research was conducted through a systematic review of articles published in the last decade in the WOS and Scopus databases. Upon reflection, we suggest the need for inclusive e-learning educational designs with greater emphasis on human diversity in all of its complexity. By doing so, we may be able to contribute to increasing the equality of educational opportunities and overcoming the barriers that restrict the access, continuity, and successful exit of the entire student population, regardless of their individual learning needs.

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Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US

Cited by 41 publications

References 27 publications

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Analysis of the scientific literature on Massive Open Online Courses (MOOCs) / Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC)

Research on Virtual Education, Inclusion, and Diversity

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