Social media and higher education: introversion and collaborative learning from the student's perspective

Voorn, Ronaldus Johannes Jan; Kommers, Petrus A.M.

doi:10.1504/ijsmile.2013.051650

Cited by 78 publications

(42 citation statements)

References 25 publications

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“…How and Why Educators Use Twitter instructors (Chen & Chen, 2012), boosting collaborative learning and self-confidence among introverted students (Voorn & Kommers, 2013), and encouraging informal learning outside the classroom (Dunlap & Lowenthal, 2010;Kassens-Noor, 2012). Research suggests Twitter has the potential to encourage concise writing (e.g., Dunlap &Lowenthal, 2009), andKurtz (2009) further found that his elementary students were excited to co-construct tweets and analyze language appropriate for the authentic audience of their family members.…”

Section: Class Activitiesmentioning

confidence: 99%

How and Why Educators Use Twitter: A Survey of the Field

Carpenter¹,

Krutka²

2014

Journal of Research on Technology in Education

339

224

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Section: Class Activitiesmentioning

confidence: 99%

How and Why Educators Use Twitter: A Survey of the Field

Carpenter¹,

Krutka²

2014

Journal of Research on Technology in Education

339

224

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“…The potential of wiki as a knowledge construction tool through collaboration with peers is well supported by the literature (Brown 2012 ;Coutinho and Bottentuit 2007 ;Hew and Cheung 2010 ;Voorn and Kommers 2013 ). The potential of wiki as a knowledge construction tool through collaboration with peers is well supported by the literature (Brown 2012 ;Coutinho and Bottentuit 2007 ;Hew and Cheung 2010 ;Voorn and Kommers 2013 ).…”

Section: Peers' Infl Uences and Wiki-based Learningmentioning

confidence: 88%

Authentic Problem Solving and Learning in the 21st Century

Cho¹,

Caleon²,

Kapur³

2015

Education Innovation Series

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Education holds the key to unlock human resources that a society needs to survive and fl ourish. This is particularly salient in a borderless knowledge economy. For the past decades, the sterling performance of economies such as Hong Kong, Finland, Japan, Singapore and Taiwan in international studies (e.g. TIMSS, PIRLS and PISA) has channeled much attention away from the traditional centers of education research in America and Western Europe. Researchers, policy makers and practitioners all over the world wish to understand how education innovations propel the emerging systems from good to great to excellent, and how different their trajectories were compared to the systems in America and Western Europe.The Education Innovation Book Series , published by Springer, will delve into education innovations enacted by the Singapore education system and situate them in both the local and the broader international contexts. Primary focus will be given to pedagogy and classroom practices; education policy formulation and implementation; school and instructional leadership; and the context and interface between education research, policy and practice. We believe that the latter is critical in making education innovations come to bear. Each volume will document insights and lessons learned based on empirical research (both quantitative and qualitative) and theoretical analyses. Implications to research, policy and professional practice will be surfaced through comparing and synthesizing Singapore's experience with those of successful systems around the world.The audience of the edited volumes and monographs published in this series includes researchers, policy makers, practitioners and students in the fi elds of education and teacher education, and public policies related to learning and human resources.

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“…This finding may imply that in the face-to-face learning condition, extroverts directed more resources to social activities (Blau and Barak 2009a;Voorn and Kommers 2013), resulting in the acquisition of less literal knowledge, while introverts were more focused on learning. In contrast, in the online learning conditions, which are associated with less social distractions (Kock, Verville, and Garza 2007), the extroverts could exercise their learning advantages.…”

Section: Discussionmentioning

confidence: 99%

“…According to this principle, while extroverts feel comfortable in both online and offline conditions, introverts tend to feel more comfortable in online environments (McKenna et al 2007), where they may even adopt extroverted behaviours. While the research literature does not report differences in introverts' and extroverts' academic achievements, introverts have been found to invest more time studying, whereas extroverts tend to spend more time socialising, both offline and online (Blau and Barak 2009a;Voorn and Kommers 2013). Furthermore, although introverts have ideas that may contribute to learning, they often feel uncomfortable expressing them in the face-to-face classroom setting (Blau and Barak 2012).…”

Section: Face-to-face Learningmentioning

confidence: 99%

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Blau¹,

Weiser²,

Eshet-Alkalai³

2017

Research in Learning Technology

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This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing) and by learners' personality traits (extroversion-introversion and emotional stabilityneuroticism). The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the 'poor get richer' principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.

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Social media and higher education: introversion and collaborative learning from the student's perspective

Cited by 78 publications

References 25 publications

How and Why Educators Use Twitter: A Survey of the Field

How and Why Educators Use Twitter: A Survey of the Field

Authentic Problem Solving and Learning in the 21st Century

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

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