A theoretical framework for building online communities of practice with social networking tools

Gunawardena, Charlotte Nirmalani; Hermans, Mary Beth; Sánchez, Damien M.; Richmond, Carol; Bohley, Maribeth; Tuttle, Rebekah

doi:10.1080/09523980802588626

Cited by 253 publications

(164 citation statements)

References 16 publications

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“…How can this critical perspective be applied to joint meaning making online? Perhaps the key insight it offers is that learning through online interaction is not and cannot be in itself 'learning by participation' in a community of practice (Lave and Wenger being a key point of reference for Gunawardena et al, 2009;Gray, 2004;Nett, 2008;Thomas, 2005 and many others). Instead learning is rather a particular form of participation in which we give reasons and make explicit claims to validity in full knowledge that we may have got it wrong, that our positions are distorting our understanding and that others will, in good faith, see things differently.…”

Section: The Value Of a Habermasian Perspective On Joint Meaning Makimentioning

confidence: 99%

A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?

Hammond

2015

Intern. J. Comput.-Support. Collab. Learn

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This paper is an exploration of the relevance of Habermas's social theory for understanding meaning making in the context of shared online interaction. It describes some of the key ideas within Habermas's work, noting the central importance it gives to the idea of communicative action -a special kind of discourse in which there is 'no other force than that of the better argument' and no other motive other than 'the cooperative search for truth'. The paper then turns to the referencing of Habermas by educationalists in general and by supporters of online discussion in particular. It argues that a Habermasian perspective on meaning making is one in which participants strive for 'genuine consensus' by interrogating their own beliefs while actively engaging with opposing points of view. The value of this approach is that it introduces a concern for validity or truth into discussion of knowledge building and discriminates between emancipatory and strategic goals. While critics would argue that genuine consensus is not achievable, from Habermas we can better understand the importance of striving for such consensus.

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Section: The Value Of a Habermasian Perspective On Joint Meaning Makimentioning

confidence: 99%

A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?

Hammond

2015

Intern. J. Comput.-Support. Collab. Learn

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“…Afin de pallier les contraintes des plateformes électroniques traditionnelles, il est possible de détourner les sites de réseaux sociaux de leur utilisation primaire, dans une perspective d'apprentissage [7] . Les avantages théoriques liés à l'usage de ces outils sont multiples.…”

Section: Introductionunclassified

Facebook : un outil d’apprentissage en éducation médicale ?

2015

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Résumé -Contexte : La génération actuelle d'étudiants en santé fait partie des digital natives.Ils ont une appétence naturelle pour les technologies de l'information et de la communication pour l'enseignement (TICE). La majorité des étudiants utilisent les réseaux sociaux dans un cadre personnel. Les fonctionnalités de Facebook sont équivalentes à celles des plateformes électroniques. Il paraît possible de l'utiliser dans la formation médicale. Buts : L'objectif principal de ce travail était de faire une mise au point sur l'utilisation de Facebook en tant qu'outil pédagogique dans le cadre de la formation médicale. L'objectif secondaire était de discuter de ses potentialités de soutien motivationnel dans un dispositif pédagogique de formation en médecine. Méthodes : Une revue de la littérature scientifique a été réalisée. Cette recherche a été complétée par une étude de la littérature grise. Sur les 73 articles sélectionnés, 40 répon-daient aux critères d'inclusion. Résultats : Les points positifs de Facebook dans ce dispositif étaient : une maîtrise de l'outil, l'esprit d'initiative des étudiants, la production de synthèse et aide au développement d'une « intelligence collective ». Les limites retrouvées étaient : la peur de partager son travail, le regard de l'enseignant sur le profil des étudiants, la perte de la limite entre vie privée et vie publique, la distractibilité des étudiants. Nous proposons un modèle de dispositif pédagogique utilisant Facebook. Ce modèle est susceptible d'agir positivement sur le profil motivationnel des apprenants. Conclusion : Facebook peut être utilisé comme un outil d'apprentissage en éducation médicale. Sa mise en application dans un enseignement hybride lui fournit un potentiel motivationnel.Article publié par EDP Sciences The positive points were: proficiency, student resourcefulness, summary production, and contribution to the development of a "collective intelligence". The limits were: fear of sharing one's work, teacher access to one's Facebook profile, the loss of boundaries between private and public life, and student distractibility. We suggest an educational model through Facebook. The model could have a positive influence on the motivational profile of learners. Conclusion: Facebook can be used as a learning tool in medical education. Implementing it in a blended learning environment provides motivational potential.

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“…Based on this social platform, one can organize not only blogging, but also own scientific library, articles, photo bases, etc. [32] This program is able to integrate with GoogleReader, Picasa, RSS Feeds, Twitter, Vimeo, Youtube, which gives it anopportunity of wide cooperation and joint realization of content.…”

Section: Argument 5 Social Media Can Become a Key Student Employabilmentioning

confidence: 99%

Can Using Social Media as Online Learning Platform Increase Student Involvement

Nurzhynska¹,

Chernobrovkina²,

Ukraine³

2018

Development Trends in Pedagogical and Psychological Sciences: The Experience of Countries of Eastern Europe and Prospects of Uk

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Abstract. The use of social media is gradually becoming an integral part of the educational process in higher education institutions. In Ukraine, the most popular for this purpose are Facebook and Twitter, but Instagram is also being increasingly used. This enables not only to introduce the integration element into learning, but also the rapid distribution of teaching materials, almost instant communication with students and attract the maximum number of students to educational projects. Modern education requires the modernization and systematic introduction of new communication technologies in the educational process. It should be noted that the present time dictates its standards and rules not only in the market of media or Internet communications, but also directly applied to the educational process in higher education institutions. It should be noted that the dynamic development of social networks contributed to the development of the teaching and learning process: the development of distance learning in Ukraine, creation of on-line libraries and information repositories, free lessons at certain courses (registration on the university library website and the possibility of round-the-clock access to the course of lectures, student guidelines, textbooks, etc.), systematic on-line communication with the teacher, participation in conferences and webinars. Today, social networks are a server that holds the greatest attention of the consumer audience of different ages.

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A theoretical framework for building online communities of practice with social networking tools

Cited by 253 publications

References 16 publications

A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?

A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?

Facebook : un outil d’apprentissage en éducation médicale ?

Can Using Social Media as Online Learning Platform Increase Student Involvement

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