Using Social Media Technologies to Enhance Online Learning

Friedman, Hershey H.; Friedman, Linda Weiser

doi:10.9743/jeo.2013.1.5

Cited by 86 publications

(63 citation statements)

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“…The main characteristics of SNTs can be summarized by the 5 C's: communication, collaboration, community, creativity, and convergence (Friedman & Friedman, 2013). Given the widespread popularity of ubiquitous SNTs (Brenner, 2012), many teachers and instructors have come to use these platforms to communicate with their students.…”

Section: Introductionmentioning

confidence: 99%

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

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Section: Introductionmentioning

confidence: 99%

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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“…The rest of the elements are showing the value of κ approaching the value of 1 which means the assessor reaches the consent of the assessors. This result was supported by Friedman and Friedman (2013), where students able to enhance their knowledge in class when they used varieties of technology. However, there are other research said that students just need to choose the suitable technology to support their learning, rather than used variety of technologies (He, 2013;Kizilcec & Halawa, 2015).…”

Section: Findings and Discussionmentioning

confidence: 68%

Fleiss’s Kappa: Assessing The Concept Of Technology Enabled Active Learning (Teal)

Hassan

Puteh

Sanusi

2019

JTET

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“…TYS yaklaşımının ortaya çıkışında ve yaygınlaşmasında öğrenme ortamlarının teknolojiye bağlı olarak zenginleşmesi ve çeşitlenmesi önemli bir rol oynamıştır. Özellikle internet teknolojilerinin gelişmesi, blog, wiki, sosyal ağlar gibi bilgi iletişim araçlarının eğitim öğretim süreçlerine dâhil edilmesinin önünü açmıştır (Doğan, 2015;Friedman & Friedman, 2013;Jacot, Noren, & Berge, 2014). Bu bağlamda TYS yaklaşımının hayata geçirilmesinde sosyal ağ sitelerinden biri olan Facebook ortamı bu amaçla birçok çalışmada etkin bir şekilde kullanılmıştır (Doğan, 2015;Turan & Göktaş, 2015).…”

Section: Türkçe Sürüm Girişunclassified

“…Enrichment and diversification of learning environments through the technology has an important role in the creation and spread of FCA. Especially the development of internet technologies makes it easy to include the information communication tools such as blog, wiki, social networks into the teaching and education process (Doğan, 2015;Friedman & Friedman, 2013;Jacot, Noren, & Berge, 2014). In this regard, Facebook, one of the social network websites, has been used effectively in many studies with this purpose for realizing FCA.…”

Section: Introductionmentioning

confidence: 99%

A qualitative study about enriching programming and algorithm teaching with flipped classroom approach

Özyurt

2017

Pegegog

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This study aims to detect the students' views about enriching programming and algorithm teaching with flipped classroom approach. The study was conducted with freshman students in Karadeniz Technical University, Faculty of Technology; Software Engineering Department in fall semester of 2015-2016 academic year. Qualitative research method was used in this study. Semi-structured interview form, which was developed by the researchers, was used as data collecting tool. The study was carried out with the participation of 94 students in the scope of Introduction to Programing and Algorithm course during 14 weeks and this course was designed and carried out in accordance with flipped classroom approach. At the end of the semester, interviews were held with 32 voluntary students among the students taking the course. The data analyzed through content analysis. According to the results of the study, majority of the students expressed positive views about the flipped classroom approach. With regard to the findings of the study, it can be said that flipped classroom approach can be used effectively in programming and coding based courses.

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Using Social Media Technologies to Enhance Online Learning

Cited by 86 publications

References 0 publications

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Fleiss’s Kappa: Assessing The Concept Of Technology Enabled Active Learning (Teal)

A qualitative study about enriching programming and algorithm teaching with flipped classroom approach

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