Reducing resistance to repeating a wiki activity: What can teachers do?

Fraj‐Andrés, Elena; Lucia‐Palacios, Laura; Pérez-López, Raúl

doi:10.1111/bjet.12903

Cited by 4 publications

(2 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…After reviewing the abstracts of the 167 articles, 38 articles were selected for in-depth analysis based on research studies of social media use in K-12, undergraduate, and graduate educational settings. Results revealed the use of social media to support a variety of purposes including writing skills (e.g., Lee & Kim, 2016;Lin, 2015;O'Byrne & Murrell, 2014;Tan, 2017;Thomas, 2017;Xie & Lin, 2016); content acquisition (e.g., Forbes & Khoo, 2015;Kennedy et al, 2014); knowledge or language acquisition (e.g., Altanopoulou, Tselios, Katsanos, Georgoutsou, & Panagiotaki, 2015;Çetinkaya & Sütçü, 2018;Huang et al, 2014;Resendes et al, 2015;Voroble et al, 2021); usability and accessibility of technology (e.g., Gachago et al, 2016); collaborative learning and sense of community (e.g., Asoodar et al, 2014;Biasutti, 2017;DeWitt et al, 2017;Fraj-Andrés et al, 2020;Kuo, Belland, & Kuo, 2017;Sun et al, 2018;Zhang et al...…”

Section: Mixedmentioning

confidence: 99%

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Koehler

Vilarinho-Pereira

2021

Education Tech Research Dev

View full text Add to dashboard Cite

Educators consider the development of problem-solving skills in learners to be a primary goal of contemporary teaching and learning efforts. Yet, participating in problem-centered instruction is challenging for learners, and educators have sought different ways of supporting learners as they make sense of complex content. Social media applications are readily available for use by educators, which in turn provides many opportunities for these tools to support teaching and learning activities. While social media affordances offer educators exciting opportunities to support learners in authentic problem-solving contexts, these tools do not come without challenges, and little research has considered how such tools can specifically facilitate the development of learners’ problem-solving abilities. The purpose of this paper is to identify prominent educational affordances of social media and to explore how these identified affordances have the potential to support ill-structured problem-solving activities. This paper offers researchers and educators new directions for facilitating problem-centered learning when using social media.

show abstract

Section: Mixedmentioning

confidence: 99%

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Koehler

Vilarinho-Pereira

2021

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…There are several recommendations that can be considered when implementing Web 2.0 in higher education courses. Some argue that it is important to select technology that provides an | 651 intuitive, high-quality user interface (Fan et al, 2016), while others place the emphasis on the need to provide training sessions and explain the benefits of the activities where the technology is used (Fraj-Andrés et al, 2020).…”

Section: Web 0 Succe Ss Ful Implementati On: a Con Cep Tual Fr Ame Workmentioning

confidence: 99%

Framework for Web 2.0 implementation in higher education: Experts’ validation

Isaías

Miranda

Pífano³

2020

Higher Education Quarterly

View full text Add to dashboard Cite

Technology, and Web 2.0 in particular, has been the focus of many universities' efforts to respond to 21st-century learners' demands and the volatile nature of the modern workplace. Web 2.0, with the numerous benefits it presents, seems to fit the needs of a socially connected and information-led society, but its integration in educational settings remains an intricate process. This paper examines the factors that potentiate the successful integration of Web 2.0 tools in higher education, by structuring them into a framework composed of six elements. The framework was validated by an online questionnaire that was distributed among higher education experts, who reiterated the importance of all the factors: technology selection, user-friendly tools, students' participation, high number of active students, relevant content, and features for content addition and communication. ResumoA tecnologia, e a Web 2.0 em particular, tem sido o foco do esforço de resposta, de muitas universidades, às demandas dos alunos do século 21 e à natureza volátil do local de trabalho contemporâneo. A Web 2.0, com os inúmeros benefícios que apresenta, parece atender às necessidades de uma sociedade socialmente conectada e orientada pela informação, mas a sua integração em ambientes educacionais permanece um processo complexo. Este trabalho examina os fatores que potencializam a integração bem-sucedida de ferramentas da Web 2.0 no ensino superior, estruturando-as | 649 ISAÍAS et Al.

show abstract

Students apprehension and affective inertia in a Twitter-based activity: Evidence from students of an economics degree

Fraj‐Andrés

Herrando²,

Lucia‐Palacios³

et al. 2022

The International Journal of Management Education

View full text Add to dashboard Cite

Reducing resistance to repeating a wiki activity: What can teachers do?

Abstract: Her research is focused on ecological consumer behavior, environmental marketing strategies and the new technologies impact in higher education. Her research has been published in journals such as

Cited by 4 publications

References 63 publications

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Framework for Web 2.0 implementation in higher education: Experts’ validation

Students apprehension and affective inertia in a Twitter-based activity: Evidence from students of an economics degree

Contact Info

Product

Resources

About