International Journal of Social Media and Interactive Learning Environments
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International Journal of Social Media and Interactive Learning Environments (6 papers in press)
Implementation and evaluation of flipped learning approach with an educational social network
by Seda Özer-Şanal, Tülay Dargut-Güler, Fulya Torun Abstract: The purpose of this study is to investigate how to apply the flipped learning approach (FLA) at the undergraduate level using the Edmodo environment, the educational social networking site. In this study, instructional design course of second grade students of Department of Computer Education and Instructional Technology (CEIT) of a state university was processed with the FLA and the Edmodo social network environment was analyzed in this model. The method of the study has been identified as a case study from qualitative research methods. The implementation process consists of four weeks. The data of the study were obtained through the discussion data of the students via Edmodo and through the interviews made after the four-week application period was completed. Results indicated that students successfully perform their learning processes with flipped learning. Besides, students had both positive and negative opinions about the learning process. Keywords: flipped learning; Edmodo; educational social network; case study; instructional design. DOI: 10.1504/IJSMILE.2020.10031520
An investigation of teachers' perceptions and integration of Web 2.0 tools into literacy instruction by Tian Luo, Guang-Lea Lee, Pauline Salim Muljana, Smruti Shah Abstract: Web 2.0 tools have made its successful foray into literacy instruction in the K-12 educational context. This study examined 124 preservice and in-service teachers understanding of their current use of Web 2.0 tools and their perceptions of integrating these tools into literacy instruction. Participants were found to perceive Web 2.0 tools positively, predominantly agreeing with its benefits related to enhancing engagement, exploration, and interaction, as well supporting content areas such as vocabulary. Precise genres within Web 2.0 tools family were identified as the most valuable for literacy instructors. We also found that literacy instructors' age, perceived usefulness, perceived capability, and proficiency and comfort levels with Web 2.0 tools as well as perceived obstacles all predict their actual use of Web 2.0 tools in the classrooms. However, their frequent personal use of Web 2.0 tools did not necessarily translate to successful instructional use. Practical implications and future research recommendations were provided in this study. Keywords: Web 2.0; literacy instruction; instructional technology; social media. DOI: 10.1504/IJSMILE.2020.10031666
Detecting students at risk using machine learning: applications to business education by Owen P. Hall Jr. Abstract: Detecting students at risk continues to challenge the management education community. Traditionally, student examination performance and attendance have been two of the primary metrics used for identifying students at risk. However, waiting until midterm exam results to intervene can often prove problematic. With the advent of cloud-based learning platforms, these traditional factors can now be complemented by a variety of quantitative and qualitative metrics. The results from the current study indicate that machine learning-based classification models can detect struggling students and identify appropriate intervention initiatives. Specifically, student performance on practice quizzes was found to be an effective early warning indicator, which, in conjunction with related student attributes, can be used to identify customised amelioration strategies. The primary purpose of this article is to highlight how machine learning can reduce student dropout rates and improve overall learning outcomes throughout the business education universe. Keywords: machine learning; business education; student risk detection; practice quizzes; intervention strategies; actionable knowledge discovery. DOI: 10.1504/IJSMILE.2020.10032203
Time and tide wait for no student: What adolescents spend time online and social networks affect their academic performance by Myint Swe Khine, Ernest Afari, Yang Liu Abstract: The current generation of students grow up in the age of technology. They are exposed to a plethora of devices that allow them to stay connected at all times. The impact and adverse consequences of the overuse of social media on school performance are well documented in the literature. Drawing from the recently available data from the study on social and emotional skills, this paper explored the relationships between the time spent on the internet and online activities and academic performance among students. The data from OECDs survey on social and emotional skills that involves a sample of 60,498 students from ten cities across nine countries is used in the study. The results revealed that mathematics, language, and arts grades were positively related to reading activities. However, internet and online activities were negatively associated with performance grades. This study suggested that teachers and parents guide the students to manage time efficiently and to minimise distractions brought about by online and social networks. Keywords: social and emotional skills; 21st century skills; social media; screen time; achievement; internet; online games; online chat; social network. DOI: 10.1504/IJSMILE.2021.10044375
Designing an engaging asynchronous learning environment for lower secondary students by Hemangi Ahire Abstract: The study aims to identify useful strategies to be incorporated in designing a learning environment to engage students in the asynchronous learning environment. The study would be carried out with a design-based research approach and would be conducted in a secondary one classroom with 80 students and their teachers. The students would be continuing with the asynchronous learning for a year (four terms). At the end of the fourth term, interviews would be conducted with the students and teachers and they would be asked to fill out the feedback forms. The findings of this study would contribute to a better understanding of how students can be engaged in an asynchronous learning environment, and provide recommendations on designing an effective asynchronous learning environment. Keywords: synchronous learning; asynchronous learning; engagement; guiding principles; education design research.
Designing an Asynchronous Learning Environment to Foster Students Critical Thinking in Physics by Yee Ping Chia Abstract: The purpose of this study is to investigate the design of an asynchronous learning environment that can foster critical thinking (CT) in secondary students taking the Physics subject. Based on findings from the literature review, the paper proposes four key design principles that can promote students CT in an asynchronous learning environment. These factors are namely design of learning tasks, supporting thinking processes, facilitating productive discussions, and an environment that fosters collaborative and cohesion. A proposed research process for implementing the design of the learning environment is also outlined in the paper. Keywords: asynchronous learning environment; critical thinking; physics. DOI: 10.1504/IJSMILE.2023.10047089