Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building

Using Social-Networking Sites in Learning English Language and Students’ Self-Efficacy

“…Among male and female in checking their SNSs accounts ranged between one to 10 times daily, the findings here reinforce the results of previous studies (e.g., Kabilan, Ahmad, & Abidin, 2010;Miller, Parsons, & Lifer, 2010). According to preceding studies (Arnold & Paulus, 2010, Hung & Yuen, 2010Kabilan, Ahmad, & Abidin, 2010;Lin & Lu, 2011) in method of learning English language through SNSs, current findings are in correlation with them. More than half of participants have SNSs group(s) for academic courses that indicate the awareness of academic faculty around the world to enhance using SNSs as a creative electronic method to encourage learners to learn, and according to Cahyono and Mutiaraningrum (2016) and Kirmizi (2015), this practice motivated them to continue their learning and increase their SE.…”

“…Based on the theory on SE (Bandura, 1997), many researchers explained how to use SNSs technology may provide student's perceptions of college life via social observation and interaction (Arnold & Paulus, 2010;DeAndrea et al, 2011), academic SE, learning strategies, and feedback in the Web-based learning environment (Wang & Wu, 2008). Kim (2012) presented effective e-learning methods and strategies by activating technological media sources, psychological characteristics (interest, academic SE, and extraversion), and academic achievement.…”

IRRODL Volume 13, Number 1

“…Learners supported one another in their learning and noted that they perceived their learning experience was enhanced by their interactions. Nevertheless, in contrast to claims from the existing literature on informal learning in SNSs, and in support of emerging empirical evidence from the use of online social networks in hybrid courses (Arnold & Paulus, 2010), learners limited their public activity to course-related topics. Additionally, students did not appear to mix social and educational participation and seemed to need support in managing the expanded amount of information available to them.…”

“…Similar findings were reported by Wang, Woo, Quek, Yang, and Liu (in press), where the researchers found that students in two teacher education hybrid courses were satisfied with the use of the Facebook Group as an LMS, though features that were perceived to be of value to education (e.g., threaded discussions) were missing from this platform. Arnold and Paulus (2010) also integrated Ning into a blended course. In their case, Ning was used as a space to host blogs, discussion forums, and course information.…”

Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools

“…Social media includes a wide selection of web-based tools, such as, blogs, wikis, media (audio, photo, video, text), sharing tools, networking platforms (including Facebook), and virtual worlds which are used to promote collaboration and information sharing (Arnold & Paulus, 2010;Junco, Helbergert, & Loken, 2011). Interactions can be restricted to a room, school or district or open to national or international locations allowing the students access to develop and be engaged with virtual communities of learners with the goals of expanding their higher-order knowledge base and ultimately increasing their overall learning (Fewkes & McCabe, 2012;Heafner & Friedman, 2008;Liu et al, 2011;Marsh, 2011;Tarantino, McDonough, & Hua, 2013;Yu, Tian, Vogel, & Kwok, 2010).…”