A Case Study of the Implementation of Social Models of Teaching in e-Learning: “The Social Networks in Education”, Online Course of the Inter-Orthodox Centre of the Church of Greece

Komninou, Ioanna

doi:10.1007/s11528-017-0247-4

Cited by 20 publications

(16 citation statements)

References 4 publications

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“…Although only a few studies focused primarily on the social presence in online teaching and learning (e.g., Hramiak 2010; Komninou 2017; Li 2011; Satar and Akcan 2018; Yeh 2010), the vast majority of the papers examined included issues related to this presence and highlighted its centrality when it comes to teaching and learning effectiveness. The ability of learners and teachers to interact, collaborate and build relationships with other members was a source of satisfaction for students (Biasuttie 2011) and greatly influenced the cohesion of learning communities (Komninou 2017), the co-construction of knowledge among participants (Jaber et al 2018;Jackson and Jones 2019) and the impact of online teaching and learning practices (Bicen, Ozdamli, and Uzunboylu 2014;Yeh, 2009). Only Rakap, Jones, and Emery (2015) found scarce interactions and difficulties in building relationships with classmates to have little impact on teachers' learning and focused on course content to compensate for these social limitations.…”

Section: The Presences In the Online Teaching And Learning Practicesmentioning

confidence: 99%

“…In addition, an active and thoughtful participation of all the members involved in the online learning environment was core to the achievement of effective practices. Previous studies have placed a greater focus on role of the instructors (Komninou 2017;Stagg and Slotta 2009); however, this review has made clear that an effective online teaching and learning is subject to the development of a student presence that enhances supportive and productive interactions that mediate the learning process across the presences.…”

Section: May Explain Thismentioning

confidence: 99%

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COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

736

442

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The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and 'forced' transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.

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Section: The Presences In the Online Teaching And Learning Practicesmentioning

confidence: 99%

Section: May Explain Thismentioning

confidence: 99%

COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

736

442

View full text Add to dashboard Cite

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“…Academics and researchers currently explore the capabilities of emergent technologies to support the learning process in an interactive learning environment. Table 1 summarizes recent relevant research on several dimensions of social networks and smart learning [11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28]:…”

Section: Literature Review On the Exploitation Of Social Networking Tmentioning

confidence: 99%

“…• helps students to better understand the topic and be prepared to use them in knowledge construction The ICT used in education are not interactive enough to ensure active learning processes 19. Please evaluate the following statements regarding actions which might foster the use of ICT in the teaching and learning processes (Scale: It doesn't matter, it can be solved in some level, It is not a problem in our institution, It should be one of the first priorities, It is the highest priority)…”

mentioning

confidence: 99%

Social Networks Research for Sustainable Smart Education

et al. 2018

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Social networks research has grown exponentially over the past decade. Subsequent empirical and conceptual advances have been transposed in the field of education. As the debate on delivering better education for all gains momentum, the big question is how to integrate advances in social networks research, corresponding advances in information and communication technology (ICT) and effectively employ them in the domain of education. To address this question, this paper proposes a conceptual framework (maturity model) that integrates social network research, the debate on technology-enhanced learning (TEL) and the emerging concept of smart education.

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“…They stated that they were happy to be able to access the course materials and to communicate with their teachers and friends wherever and whenever they wanted, as well as to get help from social networks to prepare for their exams and their homework or projects. Some other research shows that social networks support informal learning (Alcantar, Ballesteros, Torres, Padilla, and Barajas, 2016;Alkan and Bardakçı, 2017;Al-Mukhaini, Al-Qayoudhi, and Al-Badi, 2014;Asberg, 2013;Buzzetto-More, 2012;Chvanova, Khramova, Pitsik, and Hramov, 2016;Clothey, 2016;Dere, Yücel, and Yalçınalp, 2016;Dhanhani, Mizouni, Otrok, and Rubaie, 2015;James, 2014;Klimova and Poulova, 2015;Komninou, 2018;Lavy, 2015;Messner, 2009;Mora, Pont, Casado, and Iglesias, 2015;Moolenaar and Daly, 2012;Pettenati and Ranieri, 2006;Rivero, 2011; Sá nchez-Gómez, Iglesias-Rodrí guez, and Garcí a-Peñalvo, 2017; Schachter, 2011; Simonova and Poulova, 2015;Wang, Chen and Liang, 2011).…”

Section: Social Network As a Learning And Teaching Environmentmentioning

confidence: 99%

Social Networks as a Learning and Teaching Environment and Security in Social Networks

Tosun¹

2018

JETS

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Technology is in a constantly evolving and changing structure since the existence of mankind. Because of this dynamic structure, technology fulfills a number of functions such as facilitating people's lives, time, profit from work, profit from cost, making life more enjoyable. At the same time, technology is used in all areas of life, and it also causes changes and transformations in these areas. Education is one of these areas, perhaps the most important, that technology affects. The hunter society, written with nails, made an important step with the paper's invention, and the written documents were moved from the stones to the books. The invention of computers and the internet has also opened an important milestone in human history and education. In the beginning, the course contents loaded on storage units such as floppy disks, CDs, DVDs were used by the students and teachers, computers were included in the education systems. During periods when we have not yet met with the internet, computer-assisted education has found a large place in many educational institutions and in the curriculum of education level. The development of information Technologies led to widespread use of the internet over time, and shortly thereafter examples of use in education began to increase. Computer-assisted education has also led to the rapid transition of education through internet-supported education, along with the different demands of the network society's individuals. Users are not satisfied with the internet environments where only reading authority is available, and more and more active and interacting requests have come to the agenda. Beyond reading, social networks that make it possible to comment, create content, upload/share/view images, upload video/audio files, and make video, text and voice calls have become popular for users. Social networking platforms where users interact with the environment or with other users in the environment have been attracted by the diversity of user profiles, the usage rates and durations, and the easy and versatility of accessibility. Because of these features, studies on the use of social networks in the field of education to support learning and teaching have also been accelerated and diversified. Social networks can also contain some security issues because they are huge platforms where billions of users are together. Having information about security issues as little as possible, what to do when they are encountered is important for the continuity of learning and teaching. The aim of this study is to demonstrate the importance of social networks, education, learning and teaching influences, possible security threats to be encountered in social networks, and measures to be taken. It is hoped that working in this context will shed light on the work of learners, teachers and decision makers on the subject.

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A Case Study of the Implementation of Social Models of Teaching in e-Learning: “The Social Networks in Education”, Online Course of the Inter-Orthodox Centre of the Church of Greece

Cited by 20 publications

References 4 publications

COVID-19 and teacher education: a literature review of online teaching and learning practices

COVID-19 and teacher education: a literature review of online teaching and learning practices

Social Networks Research for Sustainable Smart Education

Social Networks as a Learning and Teaching Environment and Security in Social Networks

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