The importance of elementary school students’ social chat online: Reconceptualising the curriculum

The Effect of Social Media on Researchers’ Academic Performance through Collaborative Learning in Malaysian Higher Education

“…For instance, connections with teachers can be made between different physical locations and outside specified class times (Chandra and Watters, 2012;DeGennaro, 2008), with groups outside the class such as other students at different levels of education (Gomez et al, 2010;Maher 2009Maher , 2010. The social media can be employed to enhance researchers collaborative learning on group tasks (Liu et al, 2011;Pifarre and Fisher, 2011), as well as to draw on the knowledge and skills of others to enhance their own (Zhang et al, 2007).…”

An Action Research on Design, Delivery, and Evaluation of a Distance Course in a Vocational Higher Education Institution

“…In the Project Tomorrow 2010 Speak Up survey (2011) student surveys indicated that schools should include a socially-based, un-tethered and digitally-rich learning environment. This situation indicates online and blended learning, which would allow students to participate and communicate in an online environment, including social chat activities (Maher, 2009;Project Tomorrow, 2011). In the same line, Kozma (1994) bridging between the content-student, and increasing the interaction between studentstudent, student-content, student-teacher (Gunawardena & MsIsaac, 2003).…”

“…Although web environment thought to limit social aspect of learning, it can be argued that the use of CMC tools help diminishing this problem (Özden, Gedik, and Kocaman, 2012). This situation indicates online and blended learning, which would allow students to participate and communicate in an online environment, including social chat activities (Maher, 2009;Project Tomorrow, 2011).…”

Exploring e-learning development: studies of ICT access and educational usage in Latin America

“…Indeed, according to a 2009 report on the state of online-based e-learning in US higher education (Allen and Seaman 2010), over 4.6 million American students took at least one online course during the fall 2008 academic terma 17 percent increase over the number of students reported in the previous year. With student participation in e-learning increasing in this way, a number of educational researchers -particularly those interested in post-secondary education -have attempted to explore variations in e-learning programs' curriculum designs, delivery modes, social communities, and instructional training methods (Bawane and Spector 2009, Maher 2009, Stewart 2004, Bates and UNESCO IIEP 2001. Furthermore, over the past 5 years, such explorations have gradually but distinctly shifted the geo-cultural scope of e-learning discussions beyond the boundaries of the North American and Australian higher education systems, and into the higher-education options of students in regions such as South Asia (Bawane and Spector 2009), Africa (Muhirwa 2009), the Netherlands (Van Der Meij and Boersma 2002), East Asia (Hsieh 2010, Rye 2009, and Latin America (Hamuy and Galaz 2010, Scagnoli 2009, Campbell 2008, Valente 2003, Bollag 2001, Stewart 2004.…”