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  • Additional Reference http://www.socialmediatoday.com/SMC/194754
  • 21 st century skills https://www.cisco.com/web/about/citizenship/socio-economic/docs/ATC21S_Exec_Summary.pdf
  • http://extranet.lead2learning.org/assets/leadextranet/archive/wp5/discussions_situations%20for%20support_vs3.gif
  • Learners have been exposed to its usage on daily basis and Web 2.0 applications really change the way people live and learn. It somehow improves learning process in term of improving the communication between students, enhancing collaboration activities between students and learning content as well as fostering student’s engagement in the learning process (Addison & Peters, 2007). Web 2.0 allows creating and sharing knowledge at ease because one of the Web 2.0 characteristics is the active involvement of social aspect in using the website (Redecker, Ala-Mutka, Bacigalupa, Ferari & Punie (2009). Facebook is a social networking where it connects people from all over the world and provide platform for performing social tasks such as a place for online socializing, room for communicating among others as well as for learning environment (Addison et al., 2007).
  • Student engagement in educational or learning experience is vital to be achieved because it will contribute to effective learning outcome. Randevo Engagement theory is “a model for learning in technology-based environment which synthesizes many elements from past theories of learning” (Kearsley & Shneiderman,1998). Engagement can be happened in face-to-face learning but using social networking sites, it make the learning session available at any time and any where and hence, there is where the key to engage student in learning (Oliver & Nikoletatos, 2009). In building student engagement, the theory focuses on learning with emphasizing on the collaborative efforts, group-based assignments as well as having a non-academic focus. Facebook caters a platform for conducting collaborative task in the educational experience and learning could occur beyond formal classroom structure (Bull et al., 2008).
  • The availability of social networking application such as Facebook is seen as having an educational potential as its features provides similarities with other courseware programs such as Blackboad and Moodle (Munoz & Towner, 2009). Social networking supports today’s learner characteristics and educators can utilize social networking to help extend the learner’s learning skills (Science Daily, 2008). Digital tools and social networking sites would improve learning experience to be meaningful by enhancing the level of engagement towards the knowledge creation among multiple users within the network (McLoughlin & Lee, 2008).
  • The purpose of the study is to study the student engagement in conducting collaborative learning using Facebook . Both social elements affect the student engagement in knowledge building process using Facebook. The social aspect in learning that underlying in collaborative learning and social networking are the elements that interrelate with the purpose of the study. Both social elements affect the student engagement in knowledge building process using Facebook.
  • Altrichter et al. (1996) contend that triangulation "gives a more detailed and balanced picture of the situation.” Expert point of view as validation of data findings

Zaihasriah 1092300032 Zaihasriah 1092300032 Presentation Transcript

  • Zaihasriah Zahidi 1092300032 Master of Multimedia (e-Learning Technologies) A Study of Using Social Networking To Support Collaborative Learning
  • Web 2.0
    • Social networking is:
    • An online community that connects users with shared-common interests or activities within the network. (Boyd & Ellison, 2007).
    Background Study Social Networking
    • Act of engagement (Hartshon, 2010).
  • Knowledge building and construction occurs in a social context (McMahon, 1997). Collaborative Learning Background Study Collaboration in virtual learning environment is an expansion of classroom activity (Yang, 2006).
  • “ Learning is culturally and socially influenced… ” (Chen, 2001; Lightner, 2007; Consulting & Harmelen, 2007). Social Networking & Social Constructivism Social constructivism is depending on the interaction between learners including the conversation, discussion and negotiation (Confrey, 1995; Ernest, 1995).
  • Purpose of Study To study the student engagement in conducting collaborative learning using Facebook. Facebook has great potentials to be used for teaching and learning because of its unique features (Yazid & Wang, 2009). Higher education students are very engage in using Facebook in daily basis as a tool to communicate and shares digital documents among friends (Ellison, 2010).
  • Sturgeon & Walker (2009). Faculty on Facebook. Comfirm or Deny?
  • Related Literature Review Student Engagement Advantage of Web 2.0 for educational purpose 1. 2. Enhancing Collaborative Learning using Facebook 3.
  • 1. Advantage of Web 2.0 for educational purpose
    • Improves learning process (Addison & Peters, 2007).
      • Communication between students
      • Enhancing collaboration activities
      • Fostering student’s engagement
    • Facebook provide platform for performing social tasks such as a place for online socializing, room for communicating among others as well as for learning environment (Addison et al., 2007).
  • Student Engagement 2.
    • Engagement in social networking improve student engagement (Oliver & Nikoletatos, 2009).
    • “ Student engagement is a rendezvous between learning and the digital tools and techniques that excite students” (Deneen, 2010).
    • Engagement theory is “a model for learning in technology-based environment which synthesizes many elements from past theories of learning” (Kearsley & Shneiderman,1998).
      • Collaborative efforts (Relate)
      • Group-based assignment (Create)
      • Authentic (outside) focus (Donate)
  • Enhancing Collaborative Learning using Facebook 3.
    • Facebook’s features provide an opportunity to conduct collaborative learning using Facebook (McCarthy, 2009).
        • Replacing/Duplicating Learning Management System’s (LMS) function
        • Enabling Student’s Reflection
        • Supporting Innovative Learning Approach
        • Peer Mentoring
        • Presenting Authentic Materials
    • Some of the issues using Facebook in educational settings:
      • Faculty reluctance
      • Student misuse Facebook
  •  
  • Research Problem Students are less engage in the classroom settings (Bull, Thompson, Searson, Garogalo, Park & Young, 2008). Lack of in-depth research to implement social networking in educational settings (Sturgeon, 2009). 1. 2.
  • Research Questions The social aspect in learning that underlying in collaborative learning and social networking are the elements that interrelate with the purpose of the study. 1. What are the student’s preference of Facebook’s feature that could enhance student engagement in collaborative learning? (i) What are the factors that influence student engagement in conducting collaborative learning using Facebook?
  • Research Objectives
    • To identify the student’s preferences of Facebook features that could enhance student engagement in performing collaborative learning through Facebook
    • To investigate the reasons that influence student engagement in conducting collaborative learning using Facebook
  • Significance of Research Sturgeon et al. (2009) had conducted a study on Facebook’s usage in higher education for both students and faculty members. McCarthy (2009) conducted a research on utilizing Facebook in first year university’s student regarding its impact on educational experience.
    • Facebook has indirect impact to the academic performance :
    • create a better learning atmosphere
    • enhances the student engagement in the classroom
    • Successfully engaged students through online discussions and reflections.
    • developing sense of belonging
    • increase in-class participation
  • Scope of Research
    • The scope of the study would be higher education students of Multimedia University, Cyberjaya as the research sample
    • Subject matter expert point of view to strengthen data findings
  • Research Plan Using Social Networking to Support Collaborative Learning Higher Education Sampling Population Data Collection Data Analysis Convenience Sampling Bar Chart Observation Questionaire Interview Descriptive Pie Chart RESULT Expert Students
  • Research Method Triangulation Method Quantitative Qualitative Qualitative Qualitative
  • 1. What are the features of Facebook that could enhance collaborative learning?
    • Focus Group
    • Online & offline observation in using Facebook
    • Focus group collaborative learning will be based on the
    • Engagement Theory
    • Measure student engagement by student’s behaviors &
    • characteristics and based on existing questionnaire to
    • measure student engagement
    Research Method
  • 2. What are the factors that influence student engagement in conducting collaborative learning using Facebook? Research Method Type of Data Qualitative & Quantitative Data Collection Method Questionnaire, Interview Data Analysis Descriptive Sampling Population Convenience Sampling
  • http://celt.ust.hk/obe/download/David_Kember/StuEngagementQuestionnaire.pdf Prof David Kember’s Student Engagement Questionnaire The researcher will use this as research questionnaire with some modifications to it that relevant in answering the research question.
  • http://celt.ust.hk/obe/download/David_Kember/StuEngagementQuestionnaire.pdf Prof David Kember’s Student Engagement Questionnaire The researcher will use this as research questionnaire with some modifications to it that relevant in answering the research question.
  • List of Subject Matter Experts for Interview as Data Validity Jane Hart Learning & Performance Consultant/Social Learning Specialist Centre for Learning and Performance Technology [email_address] http://www.c4lpt.co.uk Dan Sutch Head of Development (Educational Technology) Futurelab – Innovation in Education [email_address] http://futurelab.org.uk Research Method
  • Research Timeline /Week
  • Research Limitation
    • Small sample population
    • Sample population might not seeing Facebook as educational tool but more to place to socialize & entertainment purpose
    • Time constraint in data collecting
  • References Addison, V. & Peters, W. (2007). Enhance “Book Learning” with Facebook. 2007 ASEE Southeast Section Conference . Retrieved March 20, 2010.   Arina, T. (2007). The future of learning is informal and mobile. A video interview with Teemu Arina. Retrieved August 6, 2009, from http://www.masternewmedia.org/news/2007/04/12/the_future_of_learning_is.htm Belanger, M. (no date). Online collaborative learning: A social activity. Retrieved May 15, 2010 from http://training.itcilo.org/actrav/library/english/publications/cl_social.doc   Baird, D. E. & Fisher, M. (2006). Neomillennial user design strategies: Utilizing social networking media to support “always on” learning styles. Journal of Educational Technology System.   Beaners, G. (no date). Socio/Cultural theory . Retrieved April 10, 2010 from http://www.msu.edu/~purcelll/socialculturaltheory.htm Boyd, D. & Ellison, N. B. (October, 2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication.   Bull,G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young., & Lee, J. (2008). Connecting informal and formal learning experience in the age of participatory media. Contemporary Issues in Technology and Teacher Education , 8(2), 100-107. Retrieved February 10, 2010.   Chen, I. (2001). Social constructivism. In an electronic textbook on instructional technology .Retrieved April 22, 2010 from http://coe.uh.edu/~ichen/ebook/ET-IT/social.htm   Cloete, S, de Villiers, C. & Roodt, S. (2009). Facebook as an academic tool for ICT lecturers. SACLA. 2009.   College Degree.com. (2008). The Facebook classroom: 25 Facebook Apps that are perfect for online education . Retrieved April 1, 2010 from http://www.collegedegree.com/library/college-life/15-facebook-apps-perfect-for-online-education    Confrey, J. (1995). How compatible are radical constructivism, sociocultural approach, and social constructivism. Constructivism in education (pp. 185−228). Hillsdale, NJ: Erlbaum.
  • Consulting, F & Harmelen, M. V. (2007). Web 2.0 for Content and for Learning and Teaching in Higher Education . Retrieved April 11, 2010 from http://www.jisc.ac.uk/media/documents/programmes/digitalrepositories/web2-content-learning-and-teaching.pdf   Ellison, N. (2010). Facebook use by undergraduates: An educational tool? Retrieved March 24, 2010 from http://www.facebook.com/notes/facebook-in-education/facebook-use-by-undergraduates-an-educational-tool/487460320569   Ernest, P. (1995). The one and the many. In L. P. Steffe and, & J. Gale (Eds.), Constructivism in Education (pp. 459−524). Hillsdale, NJ: Lawrence Erlbaum Associates.   Greenhow, C. (2009). How Today’s Learner’s Integrate Participatory Media into their Lives. Proceedings of Society for Information Technology & Teacher Education International Conference 2009 . Retrieved March 13, 2010.   Kearsley, G. & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning . Retrieved May 12, 2010 from http://home.sprynet.com/~gkearsley/engage.htm   Lightner, S. B., M., & Willi, C. (2007). Team-Based Activities to Promote Engaged Learning. College Teaching, 55 (1), 5-18.   McCarthy, J. (2009). Utilising Facebook: Immersing generation-Y students into first year university. The Journal of the Education Research Group of Adelaide , 1 (2), February 2009. Retrieved April 29, 2010.   McLoughlin, C. & Lee, M. J. W. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. Ascilite Singapore 2007. Retrieved March 14, 2010.   Munoz, C. L. & Towner, T. L. (2009). Opening Facebook: How to use facebook in the college classroom. Retrieved March 10, 2010 from http://www46.homepage.villanova.edu/john.immerwahr/TP101/Facebook.pdf   Oliver, B. & Nikoletatos, P. (2009). Building engaging physical and virtual learning space: A case study of a collaborative approach. Proceedings Ascilite, Auckland 2009. References
  • Prensky, M. (2001). Digital natives, Digital immigrants. On the Horizon . MCB University Press, 9 (5). Retrieved March 29, 2010 from http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrats%20-%20Part1.pdf   Redecker, C., Ala-Mutka, K., Bacigalupo, M., Ferrari, A. & Punie, Y. (2009). Learning 2.0: The impact of Web 2.0 innovatives on education and training in Europe . Final Report. JRC Scientific and Technical Report . Retrieved March 22, 2010 from http://ftp.jrc.es/EURdoc/JRC55629.pdf   Reynolds-Alpert, S. (2009). The positive impact of participatory media. Proceedings of Society for Information Technology & Teacher Education International Conference 2009 . Retrieved March 10, 2010.   Roblyer, M. D., McDaniel, M., Webb, M., Herman, J. & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education . Retrieved May 2, 2010.   Selwyn, N. (No date). Web 2.0 applications as alternative environments for informal learning – A critical review . Paper presented for OECD-KERIS expert meeting, Session 6, Alternative learning environments in practice: Using ICT to change impact and outcomes . Retrieved April 1, 2010. Smailes, J., Gannon-Leary, P., Laing, C. & Conniss, L. (2008). Virtual Mentor: an innovation in student support. Making Connections Conference, 2008 . Middlesex, London. Retrieved May 10, 2010.   Sturgeon, C. M. & Walker, C. (2009). Faculty on Facebook: Comfirm or Deny? 14 th Annual Instructional Technology Conference. Middle Tennessee State University. Murfreesboro, Tennessee. Retrieved April 20, 2010.   Vassileva, J. (2008). Towards social learning environments. IEEE Transactions on Learning Technologies, 1, No. 4, October-December 2008, ( pp. 199-214). Retrieved March 29, 2010.   Vygotsky, L, S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Yang, S. J. H. (2006). Context aware ubiquitous learning environments for peer-to-peer collaborative learning. Educational Technology & Society, 9 (1), 188-201. Retrieved May 12, 2010.   Yazid Idris & Wang, Q. (2009). Affordance of Facebook and learning. International Journal of Continuing Engineering Education and Life-Long Learning, 19 (2/3), 247 - 255. Retrieved April 1, 2010. References