Forthcoming articles

 


International Journal of Social Media and Interactive Learning Environments

 

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International Journal of Social Media and Interactive Learning Environments (12 papers in press)

 

Regular Issues

 

  • A literature review on mobile learning   Order a copy of this article
    by Harun Bin Sinen 
     
  • Use of iPad for teaching and learning: a review of the literature   Order a copy of this article
    by Chrystella Lee 
    Abstract: The use of iPad in schools is increasingly prevalent. However, being a new technology, there is a need to ascertain how best the iPad could be leveraged on to enhance teaching and learning. This paper aims to find out students and teachers experiences in using the iPad for teaching and learning. For this purpose, 18 empirical, peer-reviewed articles were read to investigate the perceptions of students and teachers on the use of the iPad. While the iPad is found to enhance learning and teaching processes, provide seamless learning spaces and increase time for learning due to better productivity, tensions arise due to the distraction posed by the device, disparity in students and teachers views on its use and the need for teachers to change their roles when teaching and learning with the iPad. Considerations for better integration of the iPad in teaching and learning include providing adequate technical support and time for initial iPad familiarisation and focusing the professional development for teachers to build their skills, knowledge and attitudes towards the use of the iPad.
    Keywords: iPad; technology; iPad in education, iPad for teaching; iPad for learning; tensions; schools; student perceptions; teacher perceptions; device limitations, integration considerations
     
  • A case study of using LinkedIn for Professional Development
    by Lynn, Eng Li Yap, Qiyun Wang 
    Abstract: LinkedIn, one of the worlds largest professional networks, has the potential to become a professional development tool for adults. This mixed-methods research provides an insight on how adults use LinkedIn group and explores adults perception on using LinkedIn group for their professional development. Findings show that adults use LinkedIn for sharing resources professionally. The results show that while adults are basically satisfied with the technological and pedagogical affordances LinkedIn offer for professional development, there are mixed-responses with regards to its social affordances. Using LinkedIn as a professional development tool also has its limitations such as privacy and professional authentication. This paper examines the content of an Instructional Design and E-learning Professionals Group in LinkedIn, analyses findings of the study and offers suggestions for future research.
    Keywords: Social networking; social networking site; social media; web 2.0 learning; LinkedIn; professional development; professional use; constructivist learning theory; communities of practice; network of practice; technology
     
  • Transformed framings on Facebook - Students diverse linguistic repertoires in the context of practicing English as a second language   Order a copy of this article
    by Annika Lantz-Andersson 
    Abstract: The aim of this exploratory case study is to develop knowledge of social media as spaces for practicing mundane communication in a second language. A Facebook group was implemented, as part of English as a second language learning in secondary school classes, in Colombia, Finland and Sweden. Analytically, the study draws on sociocultural perspectives on learning, and adopts the concepts of framing and carnival. The results show that the students continuously re-frame the communication by using diverse linguistic repertoires. The students orient towards primary frameworks of second language learning but the framing of the communication is also transformed or keyed in line with their out-of-school social media vernacular into a kind of socialization or carnivalesque mundane chatting. By reflecting on evolving social literacy practices and reconsidering traditional institutional language learning perspectives, social media interactions are considered to enable the students to practice a communication of their everyday vernacular in a second language.
    Keywords: Social media, English as a second language learning, Framing, Primary frameworks, Keying, Goffman, Carnival, Bakhtin, Facebook, Linguistic repertoires, Evolving literacies, Exploratory case study,
     
  • Using Social Media to Develop Personal Learning Environments (PLEs) and Self-Regulated Learning Skills: A Case Study   Order a copy of this article
    by Nada Dabbagh, Anastasia Kitsantas, Maha Al-Freih, Helen Fake 
    Abstract: A Personal Learning Environment or PLE is a relatively new concept that is premised on social media technologies and steadily gaining ground as an effective platform for student learning. PLEs are student-designed around each students goals or learning approach requiring students to engage in self-regulated learning (SRL) to succeed. The aim of the present study is to examine how students create PLEs using social media and the extent to which they engage in SRL in the process. Five participants, two males and three females, participated in this study. Using a case study approach these participants were interviewed to uncover what processes of SRL they use while developing their PLE and whether social media are effective learning and development tools. Findings show that PLE development engages students in SRL particularly in the processes of goal setting, task strategies, self-monitoring and self-evaluation. Findings also revealed that participants reported being intrinsically motivated in using social media to create their PLE. Implications for practice and future research are discussed.
    Keywords: social media; personal learning environments (PLEs); self-regulated learning (SRL); formal and informal learning; instructional design
     
  • Strategic implication in social media marketing based on social factors associated with the private universitys admission in Thailand   Order a copy of this article
    by Poom Tantiponganant, Prin Laksitamas 
    Abstract: In this study, we conducted a follow-up study to further investigate the concept of social media use by institutions of higher education in Thailand. The research investigated the fact that what kinds of social media are currently used by the target market of the institutions in higher education, and how different groups of students or prospective students behave on such platforms. In other words, the rationale behind of the study was to analyze those factors that affect students intention in order to use social media at a private university in Thailand. The research applies the theoretical conceptual framework based on the combination of behavioral intention theories including: Theory of Planned Behavior (TPB), Technology Acceptance Model (TAM), and Unified Theory of Acceptance and Use of Technology (UTAUT). A survey in terms of developing a questionnaire was chosen in this study.Analyses were carried out to find how to implement social media through a social media strategy. According to the model assumptions and results, the findings showed that presenting the cooperation with other well-known companies or universities came to the first priority for majority of the students in the survey while presenting good image for the university through social media and presenting the prestige of the university through social media came to the second and third priority. These first three issues can effectively be used to promote the university through social media channels.
    Keywords: Social Media, Communication, Brand Loyalty/ Notability, Promotions, Cooperation/Partnership, and Internationality
     

Special Issue on: "Design-based Research for Online Learning Environment Development"

  • Between Virtual and Real: ExploringHybridInteraction and Communication in Virtual Worlds
    by Athanasios Christopoulos, Marc Conrad, Mitul Shukla 
    Abstract: In this paper we aim to explore the potential advantages of interactions on student engagement and provide guidance to educators who seek interactive and immersive learning experiences for their students through the use of hybrid virtual learning approaches. We define as hybrid virtual learning the educational model where students are co-present and interacting simultaneously both within a virtual world and the physical classroom receiving stimuli related to the learning material in the virtual world from both directions. In order to achieve our aim, we categorised interactions in various categories and observed the complex network of interactions which can be developed in a virtual world when groups of people are working together in order to achieve different goals. The findings suggest that students spontaneously tend to use the interaction channels only when it is deemed to be necessary.
    Keywords: virtual world; virtual learning; opensim; higher education; hybrid learning; student engagement; interactions.
     

Special Issue on: "Design-based Research for Online Learning Environment Development,"

  • Refining a Flipped Classroom Model in a Content Area Literacy Course: Determining Modification through Reflection   Order a copy of this article
    by Jamie Colwell, Amy Hutchison 
    Abstract: This study describes the refinement of a flipped, or inverted, classroom model using a type of design-based research, specifically a formative experiment. The model was implemented in a content area literacy course for undergraduate pre-service teachers over the course of thirteen weeks. Qualitative data collection and analysis were iterative and ongoing to determine enhancing and inhibiting factors that either supported or hindered the pedagogical goal set for the model, particularly in the online component of the model. Enhancing factors, such as reflection and self-pacing, emerged from analysis, along with inhibiting factors, including isolation in online learning and pre-service teacher difficulty with note-taking. Modifications to address the inhibiting factors and connections to local, pedagogical theory are subsequently described.
    Keywords: design-based research; formative experiment; flipped classroom; inverted classroom; content area literacy; teacher reflection; pre-service teacher education; literacy education; qualitative research; general inductive analysis
     
  • The Social Media Instructional Design Model: A New Tool For Designing Instruction Using Social Media   Order a copy of this article
    by Quincy Conley, Kent Sabo 
    Abstract: Social media is a pervasive force in the lives of 21st century learners. Social media offers a user experience that encourages students to create and share new content while enabling communication unlike any other learning technology. In this paper, we explore how learning with social media could be more effective by leveraging appropriate learning theory and instructional design. We begin with examples of how social media is currently being used in educational contexts, and then review the available research that investigates the connections between social media and education. To understand how social media may be better utilized for learning, we also identify social medias unique learning affordances and established learning theories that complement those affordances. Finally, we present a preliminary model for designing learning using social media.
    Keywords: Social Media, Social Learning Theory, Constructivism, Constructionism, Instructional Design, Learning Technology
     
  • OwlishOracle: Architecting a Social Media based e-Learning Platform for Primary Education of Underprivileged Children by Senior Citizens of India   Order a copy of this article
    by Somprakash Bandyopadhyay, Priyadarshini Dey, Arina Bardhan, Shrabastee Banerjee 
    Abstract: Quality of primary education in rural India is a matter of great concern due to teacher absenteeism, non-availability of good teachers at remote areas and non-availability of attractive teaching methods. In this context, our work wishes to architect a scalable online e-learning platform based on web 2.0 technologies in order to facilitate primary education for underprivileged children in all parts of India. Additionally, the work wishes to create a group of online primary teachers by utilizing the vast pool of knowledge resource of the educated senior citizens, who are capable but otherwise not involved in any mainstream productive activities. Using ethnographic approach to system design and using an iterative and incremental development model, we have designed and pilot-tested OwlishOracle, our Internet-enabled social media based synchronous e-learning environment, to serve the stated purpose.
    Keywords: Web.2.0 Technologies, Virtual Communities, Social Knowledge Management, Social Capital, Ethnographic Design, Iterative Phase Model
     
  • Eleven design-based principles to facilitate the adoption of internet technologies in Indigenous communities   Order a copy of this article
    by Michelle Eady 
    Abstract: Internationally, the Internet is a critical component of many projects that aim to improve literacy and build skills in Indigenous communities. It is claimed that online platforms provide flexible learning opportunities to suit individual learner schedules and needs, enabling them to learn in anytime, anywhere environments. However, good intentions and a learning platform deemed suitable by non-Indigenous people do not necessarily lead to successful user outcomes. There is a need to understand how Western culture influences the design and implementation of online projects with Indigenous communities and to avoid technological colonisation of the local community. Flexibility, understanding and respect must be at the forefront of projects if they are to be successful. This article suggests 11 design-based principles, derived through design-based research, which guide respectful implementation of Internet technologies in Indigenous communities.
    Keywords: Indigenous culture; synchronous technology; Design Based Research; online learning.
     
  • Create a Better Online You: Designing online learning resources to develop undergraduate social media skills   Order a copy of this article
    by Megan Pozzi 
    Abstract: This article charts the development of the Create a Better Online You (CBOY) project. The focus of CBOY was the social media skills of undergraduate students at QUT. While many students will have encountered cybersafety training in primary or secondary school, however, a comprehensive environmental scan revealed little in the way of social media resources targeted at undergraduate students. In particular, there was little to no focus on the ways in which social media could be used strategically to develop a positive online reputation and enhance chances of employability post tertiary education. The resources created as part of CBOY were the result of a comprehensive literature review, environmental scan, interviews with key internal and external stakeholders, and in discussion with undergraduate students at QUT. Following the comprehensive environmental scan, it appears that CBOY represents one of the first free, openly accessible, interactive resources targeting the social media skills of undergraduates.
    Keywords: social networking; digital literacy; undergraduate students; online learning; social media