Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Koehler, Adrie A.; Vilarinho-Pereira, Daniela Rezende

doi:10.1007/s11423-021-10060-1

Cited by 19 publications

(16 citation statements)

References 119 publications

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“…Social media are internet-based technologies that support multimedia content and interaction (Koehler & Vilarinho-Pereira, 2021). Instruction utilizing social media can offer outlets for learners to produce outcomes of their learnings using media and dialogue on platforms with Twitter-like features (Busque & Mingoia, 2021;Nelimarkka et al, 2021;Sohoni, 2019).…”

Section: Social Media-like Engagementmentioning

confidence: 99%

“…Based on a study using Yellowdig with students at a midsize public university in the States (n=30), students' perceptions of social presence did not increase (Conklin et al, 2019). Koehler & Vilarinho-Pereira (2021) reviewed the literature to examine social media affordances to support problem-solving skills and suggest that social media does not automatically improve education. The study suggests that facilitators cannot assume that intrinsic motivation affects all learners similarly.…”

Section: Social Media-like Engagementmentioning

confidence: 99%

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“It Helped to Know I Wasn't Alone”: Exploring Student Satisfaction in an Online Community with a Gamified, Social Media-Like Instructional Approach

Ensmann

Whiteside²

2022

OLJ

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This descriptive study offers lessons learned from students’ experiences with a gamified, social media-like instructional approach in eighteen courses from spring 2021 through spring 2022. Researchers at a mid-sized university in the southeastern United States leveraged Christensen’s (2011) disruptive innovation theory as a guiding framework to explore student satisfaction with this instructional method. This first phase of the study measures learner satisfaction with this approach using the Ritzhaupt (2019) Electronic Learning Satisfaction Survey (eLSS). Preliminary results suggest that learners (n=145) rated their experience with this disruptive technology above average on all Likert scale questions on the eLSS. Identified best practices for instructional design using similar approaches include repeating the game rules, reframing the purpose beyond the game, helping students appreciate their community, guiding students to lead their own posts and gain reactions, and thwarting those trying to game the system. Initial findings across multiple courses suggest that instructors can leverage the gameful experience and social media-like engagement to foster critical connections and increase course satisfaction.

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Section: Social Media-like Engagementmentioning

confidence: 99%

Section: Social Media-like Engagementmentioning

confidence: 99%

“It Helped to Know I Wasn't Alone”: Exploring Student Satisfaction in an Online Community with a Gamified, Social Media-Like Instructional Approach

Ensmann

Whiteside²

2022

OLJ

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“…The identity creation affordances of social media include opportunities on social media platforms for identity development and portrayal and the generative role played by users in those virtual environments (Moreno & D'Angelo, 2019). Instructors and students can assume many different roles in the social media learning environment when producing content or knowledge, and when justifying, communicating, and presenting a specific solution to problems (Koehler & Vilarinho-Pereira, 2021). With several options, both lecturers and students can choose platforms they prefer to meet learning goals.…”

Section: Social Media and The Theoretical Framework Of Affordancesmentioning

confidence: 99%

Sustaining Education by Actualizing Affordances of Social Media Platforms During the Pandemic

Ali¹,

Alsaffar²,

Alenzi³

et al. 2022

IES

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This paper draws on the affordances theory and investigates the ways in which pre-service teachers are sustaining social media uptake in learning by taking advantage of the opportunities afforded by the new delivery methods during the pandemic. This research is part of a descriptive mixed methods study. A questionnaire and in-depth, qualitative interviews were used to explore pre-service teachers’ perceptions of the affordances of social media platforms for learning and the actualization of those affordances. The survey and interview data were analyzed through the theoretical lens of affordance theory. The results suggest that the pre-service teachers actualized the affordances of social media by their knowledgeable use in a dynamic learning environment. The key findings are that the teachers perceived the social media applications to be flexible, useful and practical (functional affordances), bridges formal and informal learning and supported self-regulated learning (cognitive affordances), allowed pre-service teachers to assume new identities and discover learning as independent learners who had control over their learning (identity creation affordances), and fostered interaction and collaborative feedback (social affordances). Lack of guidance or lack of teacher presence was the main constraint. This research produces new knowledge and analysis and makes new theoretical contributions on the specific affordances of social media technologies. This study adds to and extends existing literature by contributing to an understanding of the actualization of the affordances of social media platforms.

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“…Similarly, engineers must develop products that meet safety standards, yet achieve project guidelines that meet client needs. Given the types of problems that practitioners face in everyday decision-making, educators have increasingly begun to adopt inquiry-based learning, which better exposes learners to the types of issues faced within a domain (Hung et al, 2019;Koehler & Vilarinho-Pereira, 2021). This instructional approach includes multiple changes to the educational experience when compared to the teacher-centric classroom approach (Reigeluth & Carr-Chellman, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…There are a number of skillsets needed for problemsolving instructional strategies, such as the inquiry process (Glazewski & Hmelo-Silver, 2018), collaboration (Koehler & Vilarinho-Pereira, 2021), and argumentation (Noroozi et al, 2017). Another important element of problem-solving includes decision-making; that is, the process by which individuals make choices as they resolve the ill-structured case.…”

Section: Introductionmentioning

confidence: 99%

Decision Making and Problem-Solving: Implications for Learning Design

Tawfik¹,

Gatewood²

2022

JAID

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Educators are increasingly applying problem-solving through instructional strategies, such as inquiry-based learning. An important aspect of problem-solving includes the decision-making process and the rationale for learners' choices. Although prior theories and models indeed yield important insight in other areas of problemsolving (e.g. -scaffolding, argumentation, reflection), the decision-making process has only been implicitly referenced within learning design. To better understand the role of decision-making and apply it towards design, the article reviews the theoretical basis of the following overarching frameworks: normative, descriptive, prescriptive, and case-based decision-making theory (CBDT). For each approach, an example is included that instantiates the theory within learning design. The article concludes with a discussion of how decision-making theory aligns with existing theories that are foundational to problem-solving, along with implications for future learning design.

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Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Cited by 19 publications

References 119 publications

“It Helped to Know I Wasn't Alone”: Exploring Student Satisfaction in an Online Community with a Gamified, Social Media-Like Instructional Approach

“It Helped to Know I Wasn't Alone”: Exploring Student Satisfaction in an Online Community with a Gamified, Social Media-Like Instructional Approach

Sustaining Education by Actualizing Affordances of Social Media Platforms During the Pandemic

Decision Making and Problem-Solving: Implications for Learning Design

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