Online Group Student Peer-Communication as an Element of Open Education

Abstract

Information and communication technologies transform modern education into a more available learning matrix. One of the unexplored aspects of open education is the constant communicative interaction within the student group by using social media. The aim of the study was to determine principal functions of student-led communication in the educational process, the method for assessing its strong points and the disadvantages disrupting traditional learning. For the primary study of the phenomenon, we used methods that made it possible to propose approaches to further analysis. Netnography is the main research method defining the essence and characteristics of the student-led peer-communication. In our research, we applied data visualization, analytical and quantitative methods and developed a set of quantitative indicators that can be used to assess various aspects of student communication in chats. The elaborated visual model can serve as a simple tool for diagnosing group communication processes. We revealed that online group chats perform a support function in learning. They provide constant informational resource on educational and organizational issues and create emotional comfort. Identified features serve to define shortcomings (e.g., lack of students’ readiness to freely exchange answers to assignments) and significant factors (e.g., underutilized opportunities for self-organization) that exist in the modern system of higher education.

Interactions between Virtual Spaces and Schools: A Collective Case Study

“…The participants who had greater social capital were more likely to use that capital to solve problems related to school. Communication among students was a fundamental contributor to their academic success and their ability to solve academic problems [20].…”

“…Another line of investigation has addressed whether or not informal learning occurs in digital spaces, among both young and adult users [9,[20][21][22]. In his investigation regarding the use of the Facebook platform, Erjavec [9] establishes the existence of a link between social networks and academic learning.…”

“…The students who participated in the study identified different ways in which they used Facebook to de-stress or obtain help regarding subjects related to school, the most frequent examples being the exchange of practical information and the organization of group projects. Bylieva et al [20] demonstrate that online communication groups aid in the inclusion and participation of students and help students to collaborate effectively in teams.…”

Total Transition to Online Learning: Students’ and Teachers’ Motivation and Attitudes

“…Johnson and Aragon [16] suggested using the online learning environment as a task to address individual differences, motivate students, and encourage social interaction. When students are confident and motivated, a high level of participation is maintained and thus a better understanding of the material is achieved [17][18][19][20][21][22]. Motivation is reported to be an important prerequisite for student learning in a web environment [23,24], and the relationship between learning motivation and attitudes towards online learning has been positively correlated [25][26][27].…”

Raven paradox: problem and solution given on the basis of Aristotle’s logic

“…This research is devoted to Hempel's paradox, which is of interest not only to experts in the field of logic, but also to a wide range of researchers [1][2][3][4][5]. Elliott, e.g., sees in a paradox a possibility of receiving evidence about the truth of some proposition by investigating matters that are seemingly irrelevant to that proposition [6].…”