Forthcoming articles


International Journal of Social Media and Interactive Learning Environments


These articles have been peer-reviewed and accepted for publication in IJSMILE, but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.


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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 
  • Facebook research from educational technology perspective: Analysis of doctoral dissertations in the US universities   Order a copy of this article
    by Myint Swe Khine 
    Abstract: Facebook has been growing exponentially as a dominant social networking site among users including students, teachers and administrators in the schools to faculty and administrative staff members in the universities. In recent years the use of Facebook as an educational technology tool ignites frequent discussion among educators and researcher alike in the academia. This study analyses doctoral dissertations on Facebook research submitted to the universities in the United States. It identifies major categories and topics, describes the trends and discusses gaps in the research area from the educational technology perspectives. The study selects 15 doctoral dissertations and analyses the research aims, methodologies and the findings. The study proposes four overlapping categories namely, Facebook as a tool, Facebook effects, Facebook usage and Privacy and disclosure. The analysis reveals that Facebook research in educational technology is still largely exploratory, using diverse theories. (140 words)
    Keywords: Facebook; Review; Educational Technology; Social networks; University; Learning; Students
  • 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
  • Twitter in the Collaborative Classroom: Micro-blogging for in-class collaborative discussions   Order a copy of this article
    by Emma Mercier, Julie Rattray, Janet Lavery 
    Abstract: While small group discussion during undergraduate classes is an important pedagogic strategy, there are two primary concerns for instructors how to monitor the conversation that goes on within groups, and how to ensure that ideas that emerge within the groups become part of the classroom discourse. In this paper, we describe a design-experiment conducted in two sections of the same undergraduate education class, exploring the use of Twitter, and a shared display of the Twitter-chat, to address these issues. We describe three iterations of the use of Twitter in the classes, and our reflections on how it influenced the teaching experience. Data from student surveys indicates that students had minimal experience using Twitter for academic activities prior to participation in this class and that they felt Twitter was a valuable tool to support their in-class learning activities. The teaching team found that the use of Twitter kept students on task and focused on the activity, but expressed some concern about the depth of engagement with ideas during the task.
    Keywords: Twitter; CSCL; collaborative learning; micro-blogging; higher education; technology-enhanced learning in classrooms.
  • Students'use of the internet and social networking sites for learning at Sultan Qaboos University   Order a copy of this article
    by Ali Al Musawi, Mohammed Ammar 
    Abstract: Students increasingly use the internet and social networking sites but there is little research evidence of its use in fields of learning, specifically in the Arab educational environment. This study therefore investigates students useof the Internet and social networkingsites for learning activities and games at the Omani Sultan Qaboos University. To achieve the purpose of thestudy, a survey questionnaire was developed as the main research instrument. The tests for validity and reliability were conducted during a pilot study. The questionnaire was then administered to the study sample, which was purposive and included (73) educational technology course students who were aware of advanced media including social networking sites. Findings show that the internet and email are frequently used by students, wireless connections and mobile technologies spread quickly among the students, and students use search engines for educational purposes. Two research hypotheses were rejected and a third one was accepted. Conclusions and recommendations were then drawn.
    Keywords: Social networking, SNS Use, Sultan Qaboos University
  • 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
  • A literature review on peer assessment   Order a copy of this article
    by Hiang Meng Low, Qiyun Wang 
    Abstract: The use of peer assessment as an alternative form of assessment is reported to be helpful in learning and is increasingly being adopted in higher education overseas and even in primary schools in Singapore. People had been talking about peer assessment way back in the 20th century 1980s. Drawing on literature until end January of 2013, we reviewed past empirical research studies and peer-reviewed articles on peer assessment in the educational settings. This review is organised into two topics: the implementation strategies of peer assessment and the problems encountered and potential problems during implementation of peer assessment. The conclusions suggest that peer assessment can be implemented and its benefits are evident. Several limitations of previous literature were discussed. We conclude by providing some recommendations to some of the discussions and also some recommendations for future research related to peer assessment in the educational settings.
    Keywords: peer assessment; peer evaluation; peer review; peer feedback.

Special Issue on: "Video-supported Online Virtual Classrooms,"

  • Creation of an online public speaking class using web-conferencing   Order a copy of this article
    by Cara Cotellese, Mary Ellen Bornak, Georglyn Davidson 
    Abstract: The increase in demand for online degree programs has prompted the redevelopment of traditional face-to-face classes for online. This paper reviews the use of web conferencing to teach a 100% online public speaking class. It reviews the current state of public speaking as a required course in 2 and 4-year degree programs, explains the design, victories, challenges and experiences of the integration of web conferencing into this course, and discusses adapting this traditional face-to-face course to 100% online.
    Keywords: public speaking, web conferencing, online, face-to-face, online degree programs, redevelopment, design
  • Collaborative video blended learning for exercising higher-order thinking evaluation using Community of Inquiry Framework   Order a copy of this article
    by Etsuko Toyoda 
    Abstract: This paper presents findings from an examination of different learning experiences in students engaged in intercultural learning activities in a collaborative blended learning environment using video sharing, within a university foreign language course. Learning experience in the video collaborative blended learning environment was evaluated using Community of Inquiry Framework, focusing on cognitive presence in students with different cultural backgrounds. It was hypothesised that multicultural experience would enhance cognitive presence, as profound life experience could fuel higher-order thinking. The results of an in-depth analysis of diaries kept by six students (two international students, two local students with an Asian background, and two local students with a relatively monocultural background) indicated that while prior intercultural experience of individual students plays a key role, both teaching presence and social presence also affect the exercise of higher-order thinking.
    Keywords: Community of Inquiry, intercultural-learning, collaborative-blended-learning, video, foreign language, learning experience, higher-order-thinking

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