The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning

Schröeder, Andreas; Minocha, Shaíley; Schneider, Christoph

doi:10.1111/j.1365-2729.2010.00347.x

Cited by 226 publications

(168 citation statements)

References 25 publications

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“…We recommend the adoption of active and social learning frameworks-in conjunction with collaborative tools such as Slack-to assist faculty in enhancing communication and collaboration among students and instructors, building meaningful social relationships among students in online courses, and improving learning outcomes (Schroeder, Minocha, and Schneider 2010). In combining active and social learning exercises with a nimble online-learning environment, our students demonstrated an ongoing engagement with the course, its material, and the larger political world.…”

Section: Overcoming the Communications Gapmentioning

confidence: 99%

Slack: Adopting Social-Networking Platforms for Active Learning

Sabin

Olive

2018

APSC

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Online learning in postsecondary institutions has increased dramatically across the United States and Canada. Although research demonstrates the benefits of online learning for student success, instructors face challenges in facilitating communication, delivering course content, and navigating outdated and cumbersome technologies. The authors examine the use of a free third-party platform called Slack as a tool to facilitate better communication among students and faculty, enable the delivery of diverse and dynamic course content, and reach students in an online course that supports both independent and collaborative learning. The authors present a case study of Slack's use in an online second-year environmental politics course taught at a large Canadian public university. There is a significant and growing literature on how to best engage students in online learning, including active and social learning models as promising approaches to digital teaching. The authors argue that using collaborative social technologies such as Slack-which both replicates and integrates the online and social-media environments that students already inhabit-can assist faculty in meeting their pedagogical goals online. The article documents the instructors' experience in managing discussion and involving students in their online learning through active learning exercises. Best practices are examined.

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Section: Overcoming the Communications Gapmentioning

confidence: 99%

Slack: Adopting Social-Networking Platforms for Active Learning

Sabin

Olive

2018

APSC

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“…Entre los puntos negativos respecto a su uso están el reducido porcentaje de alumnos que finalmente son participativos frente a una mayoría de mirones (Ebner, 2009;Kop, 2011;Rinaldo, Tapp y Laverie, 2011;Ros et al, 2011); los riesgos de privacidad y mal uso (Rinaldo, Tapp. y Laverie, 2011); la sobrecarga de trabajo para el profesor y para el estudiante (Schroeder, Minocha y Schneider, 2010). Uno de los problemas apuntados por la mayoría de los autores se refiere a la dificultad del diseño de las iniciativas sociales con fines pedagógicos y de la evaluación de los contenidos y aprendizaje obtenido por los estudiantes (Gray et al, 2010).…”

Section: Desventajasunclassified

Empleo de Twitter en la docencia universitaria: hacia un modelo de aprendizaje basado en la co-creación

Martínez

Rodríguez

2015

Libro De Actas IN-RED 2015 - Congreso Nacional De Innovación Educativa Y De Docencia en Red

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Empleo de Twitter en la docencia universitaria: hacia un modelo de aprendizaje basado en la co-creación. 2015, Universitat Politècnica de ValènciaCongreso IN-RED (2015) la realidad e información. Palabras clave:Aprendizaje, Twitter, universidad, co-creación, redes sociales, educación superior Introducción.Los alumnos que llenan hoy nuestras universidades pueden considerarse, según algunos investigadores, "nativos digitales": jóvenes que han estado inmersos en la tecnología desde su nacimiento y, por tanto, dotados de unas habilidades técnicas elevadas y unas preferencias en el aprendizaje y en la búsqueda de información y conocimiento que, muchas veces, no encajan con la educación tradicional (Prensky, 2001). Pero, mientras algunos autores afirman que los nativos digitales aprenden de manera diferente, otros autores son críticos con esta idea (Bennett, Maton, y Kervin, 2008).La Universidad deberá probar e investigar la efectividad y conveniencia académica de incorporar estos nuevos lenguajes y formas de interacción social en sus programas educativos. Deberá contrastar si co-crear con los alumnos su propio patrón de aprendizaje a través de las nuevas tecnologías provoca una mayor efectividad pedagógica e interés por parte del alumnado. Parece lógico pensar que el uso de redes sociales como Twitter y de los Emmanuel Martínez, Eva y Gómez Rodríguez, Pedro Manuel 2015, Universitat Politècnica de ValènciaCongreso In-Red (2015) dispositivos móviles puede aportar nuevos modelos de enseñanza más participativos, dinámicos, proactivos, actualizables, transferibles y motivacionales donde el estudiante no sólo participa en el proceso de enseñanza como un mero receptor de conocimientos sino como emisor y protagonista de su propio proceso.

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“…On the other hand, in SNSs is difficult to keep the concentration on the topic with the communication drifts. Several studies have been done on LMSs and their insufficiency in providing social experience and failure to support personalization that is afforded by SNSs (DeSchryver et al, 2009;Naveh et al, 2010;Schroeder et al, 2010;Veletsianos and Navarrete, 2012). Further studies, some of which are discussed below, highlighted the positive impact of using social networking in education to support learners' collaboration, sharing ideas, creating products, and constructing identities (Dron and Anderson, 2009b;Greenhow, 2011;Greenhow and Robelia, 2009;Irwin et al, 2012).…”

Section: Research Backgroundmentioning

confidence: 99%

Learning Management System versus Social Networking Sites

Alfalah¹,

Alfalah²,

Falah³

et al. 2017

IBR

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Purpose -The motive of this study was the notice of the constant movement of the students in The University of Jordan (UJ) from official communities to creating groups on SNSs. The purpose of this paper is to illustrate an analysis about students' usage of E-learning and Facebook, and identifies the major functions that are missing in the e-learning system. This paper firstly, compared students' usage for Learning Management Systems (LMSs) vs. Social Networking Sites (SNSs), and secondly, investigated the students' perceptions towards educational value of integrating social networking features in the LMS through Mobile Learning (m-learning).Design/methodology/approach -Data were collected from students from multiple sources: observation, interviews, and survey. The obtained results formed students perceptions toward currently used LMS in the university and SNSs, which lead to extracting their requirements to enhance the LMS used. Findings -The results of this research emphasize the importance of SNSs as a communication tool and the development of e-learning systems to move beyond LMS and engage students in an active use of the system as a resource of their information and collaborative activities.Originality/value -This study contributes to examining UJ students' perceptions toward embedding the characteristics of the smart learning and the social network services into an e-learning system. In contrast to previous studies in enhancing LMS by just integrating features of SNSs into LMS without utilizing smart learning.

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The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning

Cited by 226 publications

References 25 publications

Slack: Adopting Social-Networking Platforms for Active Learning

Slack: Adopting Social-Networking Platforms for Active Learning

Empleo de Twitter en la docencia universitaria: hacia un modelo de aprendizaje basado en la co-creación

Learning Management System versus Social Networking Sites

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