Author :
Abstract
Online communication tools and social networking create an atmosphere of sharing, exchanging ideas and information among people, provide adult learners with motivation for learning, and a guide for further learning experiences. The present research has undertaken a case study approach in order to evaluate the impact of online communication tools on developing social networking. In other words, the present research aimed to investigate the perceptions and experiences of 37 pre-service teachers, who were enrolled in a master degree program and actively engaged with social network through online communication for enhancing productive learning. Thus, self-reports and focus groups were employed as data collection methods. The data were analyzed through thematic analysis regarding themes about social networking, online communication within the frame of social networking wheel, and cultural historical activity theory. The results revealed that online communication tools created an environment of developing socialisation and communication. Networking skills thus have been found to provide motivation and synergy for learning.Online communication tools and social networking create an atmosphere of sharing, exchanging ideas and information among people, provide adult learners with motivation for learning, and a guide for further learning experiences. The present research has undertaken a case study approach in order to evaluate the impact of online communication tools on developing social networking. In other words, the present research aimed to investigate the perceptions and experiences of 37 pre-service teachers, who were enrolled in a master degree program and actively engaged with social network through online communication for enhancing productive learning. Thus, self-reports and focus groups were employed as data collection methods. The data were analyzed through thematic analysis regarding themes about social networking, online communication within the frame of social networking wheel, and cultural historical activity theory. The results revealed that online communication tools created an environment of developing socialisation and communication. Networking skills thus have been found to provide motivation and synergy for learning.
Keywords
Abstract
Online communication tools and social networking create an atmosphere of sharing, exchanging ideas and information among people, provide adult learners with motivation for learning, and a guide for further learning experiences. The present research has undertaken a case study approach in order to evaluate the impact of online communication tools on developing social networking. In other words, the present research aimed to investigate the perceptions and experiences of 37 pre-service teachers, who were enrolled in a master degree program and actively engaged with social network through online communication for enhancing productive learning. Thus, self-reports and focus groups were employed as data collection methods. The data were analyzed through thematic analysis regarding themes about social networking, online communication within the frame of social networking wheel, and cultural historical activity theory. The results revealed that online communication tools created an environment of developing socialisation and communication. Networking skills thus have been found to provide motivation and synergy for learning.Online communication tools and social networking create an atmosphere of sharing, exchanging ideas and information among people, provide adult learners with motivation for learning, and a guide for further learning experiences. The present research has undertaken a case study approach in order to evaluate the impact of online communication tools on developing social networking. In other words, the present research aimed to investigate the perceptions and experiences of 37 pre-service teachers, who were enrolled in a master degree program and actively engaged with social network through online communication for enhancing productive learning. Thus, self-reports and focus groups were employed as data collection methods. The data were analyzed through thematic analysis regarding themes about social networking, online communication within the frame of social networking wheel, and cultural historical activity theory. The results revealed that online communication tools created an environment of developing socialisation and communication. Networking skills thus have been found to provide motivation and synergy for learning.
Keywords
- Aksal A., F. (2009).Action plan on communication practices: Roles of tutors at EMU distance education institute to overcome social barriers in constructing knowledge. The Turkish Online Journal of Educational Technology, 8(2), 33-47.
- Altinay, L., Parakevas, A. (2008). Planning research in hospitality and tourism. Oxford: Elsevier.
- Bogdan, R., C., Biklen, S., K. (1992). Qualitative research for education. Boston: Allyn and Bacon. Brown, T.H. (2006). Beyond constructivism: navigationism in the knowledge era. On The Horizon, 14(3), 108120. Bruyn, L. L. (2004). Monitoring Online Communication: Can the development of convergence and social presence indicate an interactive learning environment?.Distance Education, 25(1), 67-81.
- Bryman, A. (2004). Social research methods. Oxford University Press.
- Cohen, L., Manion, L. & Morrison, K. (2000).Research methods in education. London: RoutledgeFalmer. Cohen, S. (2008). Using social networking in university emergency communications. UCLA School of Public Affairs, Department of Public Policy. Cooperstein, S.E., Weidinger, E. K. (2004). Beyond active learning: a constructivist approach to learning. Reference Services Review, 32(2), 141-148.
- Denzin, N. K., Lincoln, Y. S. (2003). Collecting and interpreting qualitative materials. London: SAGE.
- Freebody, P. (2003). Qualitative research in education: interaction and practice. London: SAGE. Fung, Y. Y. H. (2004). Collaborative online learning: interaction patterns and limiting factors. Open Learning, 19(2),135-149.
- Gazi A., Z. (2009). Implementing constructivist approach into online course designs in Distance Education Institute at EasternMediterraneanUniversity. The Turkish Online Journal of Educational Technology,8(2), 68-81.
- Gouveia, P. (2008). The four most popular social networking sites.Bizcommunity.com, available at http://www.bizcommunity.com/Article/196/16/20623.html.
- Harris, H. and Bretag, T. (2003). Reflective and collaborative teaching practice: working towards quality student learning outcomes, Quality in Higher Education, 9(2), 179-185.
- Huang, H-M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 30(1), 27-37.
- Jonassen, D.H. (1991). Evaluating constructivist learning. In T. M. Duffy, and D. H. Jonassen, (Eds.), Constructivism and the technology of education (pp. 137-148).USA: Lawrence Erlbaum Associates.
- Kudret Ozkal et al., A conceptual model of relationships among constructivist learning environment perceptions,epistemological beliefs, and learning a..., Learning and Individual Differences (2008), doi:10.1016/j.lindif.2008.05.005
- Marshall, C., Rossman, G. B. (1999). Designing qualitative research.Thousand Oaks: SAGE.
- Saunders, M., Lewis, P., Thornhill, A. (2000).Research methods for business students.London: Prentice Hall.
- McLoughlin, C., Luca, J. (2002). A learner centred approach to developing team work skills through web based learning and assessment.British Journal of Educational Technology, 33(5), 571-582.
- McLuckie, J. & Topping, K. J. (2004).Transferable skills for online peer learning.Assessment& Evaluation in Higher Education, 29(5), 27-37.
- Moravec, J. W. (2008). A new paradigm of knowledge production in higher education. On The Horizon, 16(3), 123-136.
- Neo, M. (2005). Web-enhanced learning: engaging students in constructivist learning. Campus-Wide Information Systems, 22(1), 4-14.
- Peel, D. and Shortland, S. (2004). Student teacher collaborative reflection: perspectives on learning together. Innovations in Education and Teaching International, 41(1): 49-58.
- Poerksen, B. (2005). Learning how to learn. Kybernetes, 34(3/4), 471-484.
- Saab, N., Joolingen, W. R., Hout-Wolters, B. H. A. M. (2005). Communication in collaborative discovery learning. British Journal of Educational Psychology, 75, 603–621.
- Skerritt, O. Z., Roche, V. (2004). A constructivist model for evaluating postgraduate supervision: a case study. Quality Assurance in Education, 12(2), 82-93.
- Stacey, E., Smith, P. J., Barty, K. (2004). Adult Learners in the Workplace: Online learning and communities of Practice. Distance Education, 25(1),107-123.
- Vrasidas, C., Zembylas, M. (2004). Online professional development: lessons from the field. Education + Training, 46(6/7), 326–334.
- Whatley, J., Bell, F. (2003). Discussion across borders: Benefits for collaborative learning. Education Media International, 40 (1/2), 139-152.
- Zapalska, A., Brozik, D. (2006). Learning styles and online education. Campus-Wide Information Systems, 23(5), 325-335.