From Moodle to Facebook: Exploring students' motivation and experiences in online communities

Deng, Liping; Tavares, Nicole J.

doi:10.1016/j.compedu.2013.04.028

Cited by 254 publications

(178 citation statements)

References 35 publications

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“…However, the majority of existing research has focused on adult, higher education (e.g., Deng & Tavares, 2013;Hew, 2011;Jones, Blackey, Fitzgibbon, & Chew, 2010;Junco & Cotton, 2012;Kirschner & Karpinski, 2010;Manca & Ranieri, 2016;Wang, Woo, Quek, Yang, & Liu, 2012), on researcher-initiated interventions (e.g., Puhl, Tsovaltzi, & Weinberger, 2015;Wang et al, 2012), or on the potential of such tools (e.g., DeGroot, Young, & VanSlette, 2015;Labus, Despotović-Zrakić, Radenković, Bogdanović, & Radenković, 2015;Roblyer, McDaniel, Webb, Herman & Witty, 2010;Teclehaimanot & Hickman, 2011). Few studies have investigated the actual, spontaneous use and uptake of these tools by teachers and students in secondary schools.…”

Section: Teacher-student Social Network Technologies Interactionmentioning

confidence: 99%

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

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Section: Teacher-student Social Network Technologies Interactionmentioning

confidence: 99%

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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“…αναφ. στο Allen, 2012Donlan, 2012;Van Rooyen, 2015) όσο και στην ελληνική βιβλιογραφία (Δραγογιάννης, Λαλάς & Παπαδοπούλου, 2013· Πετρίδης, 2012), οι έρευνες αφορούν τη χρήση του Facebook ως θεσμικού εργαλείου της τυπικής και ΕξΑΕ, αλλά και ως εργαλείου άτυπης μάθησης (Cain & Policastri, 2011) και σε κάποιες από αυτές εξετάζεται ή διαπιστώνεται η προτίμηση των φοιτητών στο Facebook έναντι των διαδικτυακών εκπαιδευτικών πλατφόρμων (Deng & Tavares, 2013;DiVall & Kirwin, 2012;Schroeder & Greenbowe, 2009, όπ. αναφ στο Manca & Ranieri, 2013.…”

Section: εισαγωγήunclassified

“…Αναφορικά με το study, στους συμμετέχοντες δεν άρεσε, με βάση τα λεγόμενά τους, ο έλεγχος στο περιεχόμενο των αναρτήσεων και η παρακολούθησή τους από τους ακαδημαϊκούς, το οποίο στάθηκε ως αφορμή για να δημιουργηθεί η ΚΟ της ΕΚΠ51 (Donlan, 2012;Rambe & Ng'ambi, 2011;Rutherford, 2013), αλλά και ως ένας χώρος ο οποίος δεν θα επιθυμούσαν να χρησιμοποιηθεί για επικοινωνία με τους καθηγητές τους, θεωρώντας τον ως τον δικό τους χώρο κοινωνικής αλληλεπίδρασης (Donlan, 2012 (Donlan, 2012;Deng & Tavares, 2013;Meishar-Tal et al, 2012;Σωτηριάδου & Παπαδάκης, 2013). Πολύ μεγάλο ρόλο για τη χρήση των ΚΟ φαίνεται να διαδραμάτισε η ευχρηστία του ίδιου του Facebook και εξαιτίας της δημοφιλίας του στους φοιτητές, κάτι που έχει ειπωθεί και σε άλλες έρευνες (Deng & Tavares, 2013;Σωτηριάδου & Παπαδάκης, 2013 …”

Section: λόγοι χρήσης των κλειστών ομάδων του Facebookunclassified

Μελέτη περίπτωσης των κλειστών ομάδων στο Facebook των μεταπτυχιακών φοιτητών του ΕΑΠ της ακαδημαϊκής χρονιάς 2014-2015.

Μυστακιδου

Κολοκυθα

2017

ICODL

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Currently, students use Facebook to communicate regarding learning related issues, even though, the academic institutions in which they study, offer online tools designed for the same purpose. This research focuses on the use of closed groups on Facebook as informal learning environments in Distance Learning Education (DLE) by students of the Hellenic Open University. It is a qualitative case study utilising twelve semi-structured interviews conducted with students of the "Adult Education" and the "Studies in Education" MA programs for the 2014-2015 academic year. The research questions were concerned: with the reasons for the creation and the mode of operation of the closed groups created on Facebook by the students. The outcomes of the research revealed that the operation of the "study" platform offered by EAP, the students' need for direct interaction and their established habitus from the Greek educational system in relation to the role of the tutor, are stimuli for the creation and use of closed groups on Facebook. These groups motivate students' learning and within them the students move towards self-organisation, they develop rules, which are respected and a new form of public pedagogy is constructed. Keywords: distance education, closed groups, Facebook, social media, Public Pedagogy

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“…O ato de estabelecer vínculos sociais através de meio digital pode possibilitar a criação de ambientes comunitários virtuais em que os membros estabelecem laços de aprendizagem, apoio mútuo e valores compartilhados (DENG;TAVARES, 2013). Para Alle (2000), o aprendizado através de comunidades de prática virtuais é hoje um dos recursos mais poderosos.…”

unclassified

Comunidades De Prática Como Meio De Desenvolvimento Profissional De Grupos Em Situação De Vulnerabilidade Social

Hidalgo

Klein

2017

REAd. Rev. eletrôn. adm. (Porto Alegre)

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A criação de vínculos sociais em meio digital pode colaborar para a aprendizagem, apoio mútuo e valores compartilhados em determinados grupos sociais. Este artigo apresenta os resultados de um estudo que buscou compreender como uma comunidade de prática criada na mídia social Facebook® pode ser utilizada para o desenvolvimento profissional de indivíduos que pertencem a grupos em situação de vulnerabilidade social. O método de pesquisa empregado foi a Design Science Research, por meio da qual se criou e testou um artefato -uma metodologia para a criação de uma comunidade de prática em mídia social (no Facebook®). A comunidade foi criada por um grupo de jovens com perfil sócio vulnerável que realizavam um curso técnico profissionalizante em uma unidade do SENAI. Os resultados do estudo apontam que o Facebook® possui as ferramentas necessárias para dar apoio à interação e aprendizagem em uma comunidade de prática, porém, outros fatores, como a ausência de lideranças, a necessidade do contato face a face e o uso de outras mídias (como aplicativos móveis) para interação, limitações na habilidade de escrita dos participantes e o narcisismo, comportamento característico no Facebook®, entre outros, afetaram o nível de desenvolvimento da comunidade de prática criada nessa mídia. Palavras-chaves:Comunidades de Prática. Mídia Social. Desenvolvimento Profissional. Vulnerabilidade Social. Facebook®. ABSTRACTThe creation of social ties in a digital environment can collaborate for learning, mutual support and shared values in social groups. This article presents the results of a study that aimed to understand how a community of practice based in the social media Facebook® can be used for the professional development of individuals who belong to groups in situation of social vulnerability. The research method employed was the design science research, used to create and test an artifact -a methodology for the creation of a community of practice in Facebook®. The community was created by a group of young students enrolled in a technical course in a unit of SENAI who have social vulnerability. The study results show that Facebook® has the tools required to support the interaction and learning in a community of practice, however, other factors, such as the lack of leadership, need of face to face contact and the use of other media (such as mobile apps) for interaction, the limitations of writing RESUMENLa creación de vínculos sociales en los medios digitales puede contribuir para el aprendizaje, la ayuda mutua y valores compartidos em ciertos grupos sociales. Este artículo presenta los resultados de un estudio que pretendió averiguar cómo una comunidad de práctica creada em los medios de comunicación social como el Facebook® puede ser utilizada para el desarrollo profesional de los individuos que pertenecen a grupos sociales vulnerables. El método de investigación empleado es Design Science Research, que ha creado y probado un artefacto, una metodología para la creación de una comunidad de práctica en los medios sociales (Facebook...

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From Moodle to Facebook: Exploring students' motivation and experiences in online communities

Cited by 254 publications

References 35 publications

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Μελέτη περίπτωσης των κλειστών ομάδων στο Facebook των μεταπτυχιακών φοιτητών του ΕΑΠ της ακαδημαϊκής χρονιάς 2014-2015.

Comunidades De Prática Como Meio De Desenvolvimento Profissional De Grupos Em Situação De Vulnerabilidade Social

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