Applying media synchronicity theory to distance learning in virtual worlds: a design science approach

North‐Samardzic, Andrea; Braccini, Alessio Maria; Spagnoletti, Paolo; Za, Stefano

doi:10.1504/ijil.2014.060879

Cited by 11 publications

(7 citation statements)

References 44 publications

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“…Digital platforms and information infrastructures have the potential to foster informal learning in the workplace by stimulating knowledge creation processes and promoting the diffusion of knowledge and practices among workers. Different learning strategies such as open and flexible learning, distributed learning, and learning communities can be enabled by these digital tools and their governance models (North‐Samardzic, Braccini, Spagnoletti & Za, ; Za, ; Za & Braccini, ). Examples of such digital environments in which learning takes place are commercial software applications (eg, Blackboard), open source platforms (eg, Moodle), 3D Virtual Worlds (eg, Sloodle) and the more recent MOOCs—massive open online courses—(eg, Coursera).…”

Section: Introductionmentioning

confidence: 99%

Organisational learning as an emerging process: The generative role of digital tools in informal learning practices

Za¹,

Spagnoletti²,

North‐Samardzic³

2014

Brit J Educational Tech

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Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires further attention is how digital technologies (eg, massive open online courses-MOOC) enable informal learning processes. Drawing from Complex Adaptive Systems (CAS) theory, in this paper we advance a conceptual model for examining this important topic. The two dimensional matrix and the micro-level description of informal learning activities presented provide a framework for both further research on technology-mediated practices for informal learning, as well as the design of formative contexts for learning to occur

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Section: Introductionmentioning

confidence: 99%

Organisational learning as an emerging process: The generative role of digital tools in informal learning practices

Za¹,

Spagnoletti²,

North‐Samardzic³

2014

Brit J Educational Tech

Self Cite

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“…These policies were analyzed with respect to their relationship with the structure of the supply chain. The second contribution is related to simulation studies 24 and the availability of a new teaching tool 25 to show students the different implications of a supply chain that takes into account topology, transaction costs, and risks. The feedback collected from the participants demonstrated that by using this simulation tool, it is possible to critically analyze the decision making process and understand the foundation of the policies adopted by the managers.…”

Section: Discussionmentioning

confidence: 99%

Decision Making in Supply Chains and Value Networks: The Beer Game Evolution

Spagnoletti

D'Atri²,

D’Atri

2013

ijecs

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New trends in inter-organization configurations are challenging the traditional concept of supply chain. Concepts such as Virtual Enterprise were introduced to describe scenarios in which manufacturers operate as nodes within a network of suppliers, customers, engineers, and other specialized service functions. Our aim is to build a simulation tool based on the rules of the Beer Game that includes the variables of a virtual enterprise, VirtuE in particular, and risk management in order to understand the strategies underlying the subject's behavior in the face of risk within a means-end chain. The simulation tool will contribute to understanding the complexity of managing decision making in supply chains and networks. This study presents the tests carried out on the original game, the new variables introduced, and the simulation results b . Keywords

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“…In this instance, this dual affordance underscores its mobile-enhancing and mobile-dependent functionality. This means that Moya also afforded the instructor and participants both asynchronous and synchronous mobility (Dennen and Hao, 2014;North-Samardzic, et al, 2014). To this end, North-Samardzic, et al (2014) emphasise the complementarity of asynchronicity and synchronicity in virtual learning environments.…”

Section: Moya Ma and Its Affordances As A Learning Support Toolmentioning

confidence: 99%

Leveraging MoyaMA, WhatsApp and Online Discussion Forum to Support Students at an Open and Distance e‑Learning University

Chaka¹,

Nkhobo²,

Lephalala³

2021

ECEL

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This paper reports on a study that integrated two instant messaging applications (Moya Messenger App and WhatsApp) and a myUnisa’s online discussion forum (ODF), and utilised them as tools to support student learning at an open and distance e‑learning university in South Africa. The participants in this study were 41 undergraduate education students enrolled for an undergraduate English Studies module. Employing a case study research design, the study utilised voluntary sampling to select its participants, and set out to answer three research questions. Data were collected through the three afore‑mentioned tools. To this effect, the study made the following observations. First, both the instructor and students were able to engage in asynchronous and synchronous scaffolding using Moya Messenger App. This included engaging in features of scaffolding such as orientation, coaching, conceptual scaffolding and meta‑cognitive scaffolding, largely by the instructor. Second, the instructor used Moya Messener App to engage in presence teaching, while students utilised it to engage in presence learning. Third, students utilised WhatsApp to produce short synchronous formal essays based on a compare and contrast essay writing activity. Fourth and last, students used myUnisa’s ODF to produce meta‑content reflective writing about the module.

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Applying media synchronicity theory to distance learning in virtual worlds: a design science approach

Cited by 11 publications

References 44 publications

Organisational learning as an emerging process: The generative role of digital tools in informal learning practices

Organisational learning as an emerging process: The generative role of digital tools in informal learning practices

Decision Making in Supply Chains and Value Networks: The Beer Game Evolution

Leveraging MoyaMA, WhatsApp and Online Discussion Forum to Support Students at an Open and Distance e‑Learning University

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