Social Software in the Classroom: The Case of Wikis for Scaffolding

Ahmadi, Seyyed Dariush; Marandi, S. Susan

doi:10.1016/j.sbspro.2014.03.394

Cited by 4 publications

(2 citation statements)

References 29 publications

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“…Based on SAMR in this study, LMS is applied at the level of modification through SPADA and Google Classroom. Scaffolding through collaborative activities using LMS-assisted teachers is a form of creativity in a social environment (Ahmadi & Marandi, 2014). The cognitive processes needed to carry out activities through LMS, such as by attending virtual meetings via Zoom, illustrate that students learn to solve problems and learn new concepts or ideas collaboratively.…”

Section: Elaboration Based On Samrmentioning

confidence: 99%

Reshaping technology-based projects and their exploration of creativity

Ayu

Saputro

Sarwanto

et al. 2023

EURASIA J Math Sci Tech Ed

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This study explores how reshaping technology-based projects in learning designed using SAMR framework (substitution, augmentation, modification, redefinition) can influence students’ creativity. This research is a mixed method, combining quantitative data and qualitative data. The researcher analyzed the results of the students’ pretest and posttest scores and questionnaires and coded the interviews’ results. The research participants were 175 Indonesian students who took a hybrid learning class. This study uses the results of structural equation modeling to determine the contribution of technology to student creativity. The results showed that the most explored creativity indicator was flexibility and the least explored was elaboration. Based on the level of technology use in the SAMR framework, the modification level has the most influence on students’ creativity, while the substitution level has the least influence. Technology tends to be used as a substitute for traditional learning. Our research shows that the level of technology use in SAMR influences the level of creativity in students’ projects with varying impacts. This study concludes that integrating technology into learning in stages contributes to exploring students’ creativity and automatically increases their mastery of technology.

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Section: Elaboration Based On Samrmentioning

confidence: 99%

Reshaping technology-based projects and their exploration of creativity

Ayu

Saputro

Sarwanto

et al. 2023

EURASIA J Math Sci Tech Ed

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“…[32][33][34] Blackboard and many other online collaborative platforms exerts a positive impact on the study of academic writing among EFL/ESL students. Many studies have highlighted the effect of Blackboard on writing outcomes, 12,35,36 peer interaction, 37,38 peer feedback, 39,40 and learning motivation. 12,41,42 This study compared two learning strategies, traditional learning in a classroom and online learning via Blackboard, and examined students' final scores to determine whether the different strategies were associated with differing results.…”

Section: Introductionmentioning

confidence: 99%

The new educational paradigm in the COVID-19 era: Can Blackboard replace physical teaching in EFL writing classrooms?

Aljafen

2022

F1000Res

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Background: Many changes are evident in classrooms in the COVID-19 times, but the most drastic perhaps has been the scramble to find substitutes for physical classrooms, a truly solemn challenge for the foreign language learning paradigm. In the meantime, many customized learning apps came to the educationists’ rescue: Blackboard being one of them. This study endeavors to investigate the effectiveness of Blackboard as an alternative to face-to-face writing instruction during the COVID-19 crisis and in the following period of precautionary distancing and other norms. Methods: The study used the final grades of Saudi male and female EFL undergraduates across two terms and with the Blackboard and face-to-face approaches in three compulsory English writing courses, and statistical tests were conducted on them. Results: The findings showed that female students (M=83.24, Std= 10.627) significantly outperform the male students (M=73.62, Std=16.011) in the final writing test (P=. 000). Furthermore, in face-to-face teaching (M=84.34, Std=10.752) was more statistically effective than when using Blackboard (M=75.65, Std=14.545) with the Sig value scored (P=. 000). Findings also showed that third level scored higher than the second and the first in writing (83.83, 78.17, 77.89) respectively. All the differences were significant (P=. 000). Conclusion: The implications of the study have a major bearing on curriculum and pedagogy planning for the coming times which may see more comebacks of the COVID-19 variants and warrant innovative teaching-learning tools and methods.

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Iran

Vajargah¹,

Jafari²

2018

E-Learning in the Middle East and North Africa (MENA) Region

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Social Software in the Classroom: The Case of Wikis for Scaffolding

Cited by 4 publications

References 29 publications

Reshaping technology-based projects and their exploration of creativity

Reshaping technology-based projects and their exploration of creativity

The new educational paradigm in the COVID-19 era: Can Blackboard replace physical teaching in EFL writing classrooms?

Iran

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