Research on Webbed Connectivity in a Web-Based Learning Environment: Online Social Work Education

Noble, Dorinda N.; Russell, Amy

doi:10.1080/08841233.2013.829167

Cited by 23 publications

(11 citation statements)

References 5 publications

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“…Apps are simply miniature computer programs running on mobile phones, tablets, web browsers and other smart devices (Noble & Russell, 2013;Roblyer & Doering, 2013). They are often commanded by various sensory actions on the screen such as clicking or swiping the relevant icon and speaking to an AI (artificial intelligence) assistant such as Apple Siri, Google Assistant, or Windows Cortana.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Emerging learning environments such as flipped classrooms, and communal, collaborative, customized, and connected learning spaces have intensified the need for "appification" in education. By creating a diverse environment in which a wide variety of apps are used to increase learning opportunities, mobile learning entails many benefits and challenges for learners with varied abilities and preferences (Lai et al, 2013;Maich and Hall, 2016;Noble and Russell, 2013;Pegrum, et al, 2013Pilgrim et al, 2012Wellings and Levine, 2009). For instance, many game-based apps have been developed to improve the conventional "drill and skill" function in a playful fashion.…”

Section: Review Of the Literaturementioning

confidence: 99%

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Interactivity in Educational Apps for Young children: A Multimodal Analysis

Blitz-Raith¹,

Liu²

2017

INT J INSTRUCTION

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Interactivity is an important indicator of an educational app's reception. Since most educational apps are multimodal, it justifies a methodological initiative to understand meaningful involvement of multimodality in enacting and even amplifying interactivity in an educational app. Yet research so far has largely concentrated on algorithm construct and user feedback rather than on multimodal interactions, especially from a social semiotics perspective. Drawing from social semiotics approaches, this article proposes a multimodal analytic framework to examine three layers of mode in engendering interaction; namely, multiplicity, function, and relationship. Using the analytic framework in an analysis of The Farm Adventure for Kids, a popular educational app for pre-school children, we found that still images are dominant proportionally and are central in the interactive process. We also found that tapping still images of animals on screen is the main action, with other screen actions deliberately excluded. Such findings suggest that aligning children's cognitive and physical capabilities to the use of mode become the primary consideration in educational app design and that consistent attendance to this alignment in mobilizing modes significantly affect an educational app's interactivity, and consequently its reception by young children.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Interactivity in Educational Apps for Young children: A Multimodal Analysis

Blitz-Raith¹,

Liu²

2017

INT J INSTRUCTION

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“…Although field visits with agency supervisors are conducted online, field faculty conduct visits for almost all placements at least once during the students' field practicum. The Texas State program contends that although they have integrated the use of web-conferencing tools to conduct virtual site visits, the integrity of the school's fieldwork program has remained solid (Noble & Russell, 2013).…”

Section: Examples Of Integrating Technology To Conduct Site Visitsmentioning

confidence: 99%

Transforming the Field Practicum Site Visit Experience through the Integration of Web-Conferencing Tools

Bullock¹,

Colvin²,

George³

2017

JSSW

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The Council on Social Work Education promotes the inclusion of information and communication technologies (ICTs) in social work education. Accordingly, educational technology systems are becoming more common in social work education. One particularly appealing application of ICTs in this context is in the innovations they may make possible in the structure and delivery of social work field education. This article examines the integration of technological innovations such as web-conferencing tools as an alternative way to conduct field site visits. Outlining the potential benefits of this step, the article uses the Diffusion of Innovation Theory to propose measures to ensure the smoothest and most successful possible integration of ICTs for this purpose.

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“…Noble and Russell (2013) inquired into student satisfaction with their online social work program, surveying 242 students across multiple foundation courses using a pre-experimental, mixed method research design conducted over the course of three years. The primary measurement tool was a 41-item survey, through which they found that online social work practice students had the highest rate of satisfaction compared to research or policy online students.…”

Section: Literature Reviewmentioning

confidence: 99%