Two Faces of Today's Learners: Multiple Identity Formation

Ryu, Dongwan; Jeong, Jiwon

doi:10.1177/0735633118791830

Cited by 10 publications

(6 citation statements)

References 44 publications

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“…In spite of the upsurge of social media usage for educational purposes, inadequate research works have been carried out in exploring social media usage in Malaysian universities [1]. Equally,D Ryu and J Jeong [2]claimed that students find no association with the activities performed in online learning and communication. In general, studies have stressed on the exploitation of social media usage and the wellunderstanding of it for learners to enable the creation of learner-focused systems in education [3].According to IL Stats [4], 68.6% of the Malaysian population have reliable access to Internet services, and 64% of this population are utilizing social media networks.…”

Section: Introductionmentioning

confidence: 99%

Applying Communication Theory to Structure and Evaluate the Social Media Platforms in Academia

Al-Maatouk¹,

Othman²,

Alsayed³

et al. 2020

IJATCSE

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The aim of this research was to reduce the dissimilarities in the literature regarding the use of social media platforms (SMPs) for training and its impact on students' satisfaction and academic performance in higher education institutions. The main method of data collection for Communication Theory (CT) was a questionnaire survey. This research hypothesizes that CT applied to social media platforms for learning will affect online communication, motives to communicate, communication self-efficacy and attitude towards usethat in turn improve students' satisfaction and students' academic performance. The data collection questionnaire was conducted with 309 students familiar with social media platforms. Quantitative structural equation modeling was employed to analyze the results. A significant relationship was found between online communication, motives to communicate, communication self-efficacy and attitude towards usefeatures with TC for utilizing social media platforms for academic purposes that positively affected satisfaction and academic performance. Therefore, the study indicates that TC theory to use social media improve the collaborative learning of students and enable them to efficiently share knowledge, information, and discussions. We recommend that students utilize social media platforms in pursuit of their educational goals. Educators should also be persuaded to incorporate social media platforms into their classes at higher education institutions.

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Section: Introductionmentioning

confidence: 99%

Applying Communication Theory to Structure and Evaluate the Social Media Platforms in Academia

Al-Maatouk¹,

Othman²,

Alsayed³

et al. 2020

IJATCSE

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“…Traditional brick-and-mortar face-to-face learning are being accompanied or even replaced by other time and place independent learning methods such as open and distance education, computer-assisted learning, e-learning, mobile learning and seamless learning. In other words, learning is not about schooling with formalized and institutionalized systems anymore (Ryu & Jeong, 2019). In addition to the concepts of school and learning methods, content and evaluation standards are under serious changes.…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning in Turkey: Trends, Potentials and Challenges

Özsari

Saykili

2020

Journal of Educational Technology and Online Learning

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Several components of learning including learners, teachers, schools, learning methodologies, learning content and evaluation criteria are affected by changing technologies. Like other technology-based learning methods, mobile learning is also a product of a period in which new technologies and education are intertwined. As new learning and technologies become more personalized, learner-centered, connected, portable and ubiquitous, skills such as cooperation, communication, critical thinking and creativity start to stand out. Mobile learning has a potential to address these skills and better cater for today's digital native learners thanks to the aforementioned affordances. This potential of mobile learning is the starting point for this study. The aim of this study is to see the trends of mobile learning over the years and to discuss its potentials and challenges. In line with this purpose, the graduate theses published in Turkish Higher Education Council Thesis Database between 2010 and 2019 were reviewed by content analysis method. The results of the study revealed that mobile learning in graduate studies offer the potentials to positively effect on academic achievement, facilitate positive attitude towards mobile learning, increase motivation and develop positive attitude towards the course. In addition, the results also demonstrated that mobile learning is time and place independent, easy, fun and helpful for vocabulary learning and increasing interaction. However, there were also challenges reported associated with mobile learning such as technical and infrastructural problems and lack of hardware and software used in mobile leaning tools.

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“…Virtual learning environments and identity exploration Digital games and virtual worlds can facilitate transformation of game-players' knowledge and self through participation in a playful activity that involves the whole person in a continuously changing individual-environment interaction, particularly when viewed from a situative perspective (Oyserman, 2015;Ryu and Jeong, 2018). There is dissent in the literature around what types of immersive digital experiences constitute games, virtual worlds, and other immersive digital technologies (Arjoranta, 2014).…”

Section: Introductionmentioning

confidence: 99%

High school students’ role-playing for identity exploration: findings from virtual city planning

Foster

Shah

Barany

et al. 2019

ILS

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Purpose This paper aims to report findings for the following question, “What is the nature of high school students’ identity exploration as a result of exploring the role-possible selves of an environmental scientist and urban planner in a play-based course?” Projective reflection (PR) is served as a theoretical and methodological framework for facilitating learning as identity exploration in play-based environments. Design/methodology/approach From 2016-2017, 54 high school freshmen students engaged in virtual city planning, an iteratively refined course that provided systematic and personally relevant opportunities for play, curricular, reflection and discussion activities in Philadelphia Land Science, a virtual learning environment (VLE) and in an associated curriculum enacted in a science museum classroom. Participants’ identity exploration was anchored in targeted role-possible selves in science, technology, engineering and mathematics: environmental science and urban planning through in-game and in-class activities. This role-playing was made intentional by scaffolding students’ reflection on what they wanted to be in the future while thinking of their current selves and exploring novel role-possible selves. Findings In-game logged data and in-class student data were examined using quantitative ethnography (QE) techniques such as epistemic network analysis. Whole-group statistical significance and an illustrative case study revealed visual and interpretive patterns of change in students’ identity exploration. The change was reflected in their knowledge, interest and valuing, self-organization and self-control and self-perception and self-definition (KIVSSSS) in relation to the roles explored from the start of the intervention (starting self), during (exploring role-possible selves) and the end (new self). The paper concludes with directions to advance research on leveraging role-playing as a mechanism for fostering identity exploration in play-based digital and non-digital environments. Originality/value This paper leveraged VLEs such as games as forms of play-based environments that can present players with opportunities for self-transformation (Foster, 2014) and enculturation (Gee 2003; Shaffer, 2006) to support learner agency and participation in a constantly changing society (Thomas and Brown 2011). The authors introduce and apply novel theoretical and methodological approaches to the design and assessment of play-based environments and address pertinent gaps in the emergent area of learning and identity in VLEs

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Two Faces of Today's Learners: Multiple Identity Formation

Cited by 10 publications

References 44 publications

Applying Communication Theory to Structure and Evaluate the Social Media Platforms in Academia

Applying Communication Theory to Structure and Evaluate the Social Media Platforms in Academia

Mobile Learning in Turkey: Trends, Potentials and Challenges

High school students’ role-playing for identity exploration: findings from virtual city planning

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