peer to peer [horizontal]interaction_collaborationInterviewer: And has it [facebook] also helped inyour interaction with fellow students?STUDENT D2: Yes it has. No, yes definitely. Itdefinitely has.STUDENT G1: “I think a large part of it (is) ...interactivity... you can upload a project or likepost an idea and then people in our class couldin this like electronic environment give feedbackon it. “STUDENT A2: For me it feels like we are still in aclass and we are interacting, ja.STUDENT B2: It’s just a digital way. Digitalclassroom.
student-tutor [vertical]reaction_apprenticeshipDo you feel it [facebook] enhances theinteractions with your lecturer?STUDENTS: Yes.STUDENT G: Definitely.STUDENT C2: Yeah quick feedback that’s what Ilike, that’s where it comes in.STUDENT A2: It’s just like an open discussion,they are open to...STUDENT C2: It’s like they [the lecturers] standwith us.STUDENT C2: And I think this is actually likemaking us gain confidence in our work, becauseactually you know where you are heading to andwhat is required from you.
what is the communication about?Utterances categories compared to Gabriel and Maher’s (1999) findings onsynchronous communication – facebook results shown in red:design communication 42% 67%social communication 29% 7%communication control 24% 17%communication technology 5% 9%
facebook...•enhances learner engagement, students’ domain•asynchronous and synchronous•supports existing relationships•facilitates interaction, dialogue•supports collaboration & apprenticeship•social media, not an LMS•important role in multimodal learning approach
skype...•synchronous, closed to the individual/ group•used with iDroo etc.•one on one or small group•facilitates interaction, dialogue•supports collaboration & apprenticeship•helps build confidence•important role in multimodal learning approach
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