Social Media in the Classroom: a Simple yet Complex Hybrid Environment for Students. ARTICLE
Gail Casey, Deakin University, Australia
Journal of Educational Multimedia and Hypermedia Volume 22, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
“ Invited as a paper from EdMedia 2012 ”
This article reports on part of the author’s PhD action research study. It examines the complexity of features that social media and Web 2.0 offer when combined with face-to-face teaching and learning. Action research was used to help redesign the learning programs of XXX’s thirteen Middle Years classes over an eighteen month period. These learning programs took advantage of the unique communicative methods offered by social media and provided spaces such as blogs, groups and discussion forums. Students developed their own identity when working online, made online friends, left comments for peers and uploaded content which included publishing, peer reviewing and self assessment. The research highlighted the simplicity in the creation and exchange of user-generated content and interaction while identifying a complex depth behind such interaction. Designing learning programs using social media enabled the students to be active and valued participants in the learning process and a ‘hybrid’ learning environment which supported many 21st Century skills was achieved.
Casey, G. (2013). Social Media in the Classroom: a Simple yet Complex Hybrid Environment for Students. Journal of Educational Multimedia and Hypermedia, 22(1), 5-24. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from https://www.learntechlib.org/primary/p/41333/.
© 2013 Association for the Advancement of Computing in Education (AACE)
Priscilla Taylor, Pennsylvania State University, United States; Jordan Schugar & Chris Penny, West Chester University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1352–1353
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.