Forthcoming and Online First Articles

International Journal of Social Media and Interactive Learning Environments

International Journal of Social Media and Interactive Learning Environments (IJSMILE)

Forthcoming articles have been peer-reviewed and accepted for publication 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 Articles will not be published until the final proofs are validated by their authors.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 (5 papers in press)

Regular Issues

  • Designing an engaging asynchronous learning environment for lower secondary students   Order a copy of this article
    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.
    DOI: 10.1504/IJSMILE.2023.10047878
     
  • Designing an Asynchronous Learning Environment to Foster Students’ Critical Thinking in Physics   Order a copy of this article
    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
     
  • Designing and improving a virtual learning environment in geography education   Order a copy of this article
    by Zongran Wang 
    Abstract: The geography in K-12 education requires students abilities of imagination and exploration. The traditional teaching methods fail to provide multiple dimensions of the geography learning experience for students. The transformation of information and communication technologies (ICT) brings more potential for geography learning. This proposal aims to explore design principles for a virtual geography learning environment based on real teaching situations. The researcher will identify the pedagogical, social, and technical design principles from literature, and the design-based research will be the potential methods to design the virtual learning environment. Samples are secondary school students, and the study will experience several rounds to improve the design.
    Keywords: design-based research; geography learning; K-12 education; immersive learning experience; virtual reality.
    DOI: 10.1504/IJSMILE.2023.10048446
     
  • Investigating the experiences and perceptions of teachers and students about blended learning during Covid-19: a case study in a Singapore school   Order a copy of this article
    by Vasheela Mumtaj, Qiyun Wang 
    Abstract: In this research, a survey was conducted with a group of students and teachers from a neighbourhood primary school in Singapore to investigate about their experiences and perceptions about blended learning. The results show that both teachers and students agreed that blended learning aided learning. However, they did not prefer blended learning over traditional faceto-face learning. Teachers felt that they were not able to get the attention of all students during blended learning. As such, they felt that students should be more self-directed and well educated about the various IT tools. Students felt that they were unable to clarify their doubts with their teachers and peers during blended learning. As such, there should be better communication facilities for them to communicate with their teachers and peers.
    Keywords: interaction; ICT; engagement; home- based learning; Covid-19 pandemic.
    DOI: 10.1504/IJSMILE.2023.10050117
     
  • Comparing Student Learning and Course Evaluation in Face-to-Face, Online and HyFlex Teaching Modalities Before and During the COVID-19 Pandemic   Order a copy of this article
    by Kuan-Pin Chiang 
    Abstract: The COVID-19 pandemic has forced higher education institutions to adopt different teaching modalities in response to the crisis. This study conducted a comparison of face-to-face, online and HyFlex teaching modalities in an undergraduate course taught by the same instructor over three semesters to determine if there were differences in student learning and course evaluations across modalities before and during the pandemic. The results show that teaching modality do not significantly affect student perception on the types of skills and knowledge emphasised in the course, overall student grades and course evaluations although online and HyFlex modalities require students to put more effort and personal responsibility to accomplish learning objectives of the course. Overall, neither modality is more effective than the other before and during the pandemic.
    Keywords: learning effectiveness; teaching modalities; COVID-19; HyFlex; student evaluation.
    DOI: 10.1504/IJSMILE.2023.10053580