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Online Social Media Applications for Constructivism and Observational Learning

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Title: Online Social Media Applications for Constructivism and Observational Learning
Language: English
Authors: Mbati, Lydia
Source: International Review of Research in Open and Distance Learning. Dec 2013 14(5):166-185.
Availability: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2013
Document Type: Reports - Research
Journal Articles
Descriptors: Web 2.0 Technologies, Social Networks, Teaching Methods, Constructivism (Learning), Management Systems, Asynchronous Communication, Computer Mediated Communication, Qualitative Research, Ethnography, Observational Learning, Learning Motivation, Social Cognition, Retention (Psychology)
ISSN: 1492-3831
Abstract: Web 2.0 technologies have a range of possibilities for fostering constructivist learning and observational learning. This is due to the available applications which allow for synchronous and asynchronous interaction and the sharing of knowledge between users. Web 2.0 tools include online social media applications which have potential pedagogical benefits. Despite these potential benefits, there is inadequate utilization of online social media applications in learning management systems for pedagogical purposes. Reasons cited for the limited uptake of online social media applications in learning management systems include the lack of consideration regarding the pedagogical benefits of these applications (Christie & Garrote-Jurado, 2009, pp. 273-279). There is limited information regarding experiences of the use of online social media that foster constructivist and observational learning. Using a qualitative meta-ethnographic approach, this article explores the experiences of students and instructors regarding online social media applications for constructivism and observational learning. Constructivist criteria (Baviskar, Hartle, & Whitney, 2009, pp. 543-544) and observational learning, based on Bandura's (2001, pp. 265-299) social cognitive theory, formed the theoretical grounding for this research. The findings suggest that discussion forums are ideal for the stimulation of constructivism and observational learning in online learning programmes.
Abstractor: As Provided
Number of References: 34
Entry Date: 2014
Accession Number: EJ1017545
Database: ERIC
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  Data: Online Social Media Applications for Constructivism and Observational Learning
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distance+Learning%22"><i>International Review of Research in Open and Distance Learning</i></searchLink>. Dec 2013 14(5):166-185.
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  Data: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: Web 2.0 technologies have a range of possibilities for fostering constructivist learning and observational learning. This is due to the available applications which allow for synchronous and asynchronous interaction and the sharing of knowledge between users. Web 2.0 tools include online social media applications which have potential pedagogical benefits. Despite these potential benefits, there is inadequate utilization of online social media applications in learning management systems for pedagogical purposes. Reasons cited for the limited uptake of online social media applications in learning management systems include the lack of consideration regarding the pedagogical benefits of these applications (Christie & Garrote-Jurado, 2009, pp. 273-279). There is limited information regarding experiences of the use of online social media that foster constructivist and observational learning. Using a qualitative meta-ethnographic approach, this article explores the experiences of students and instructors regarding online social media applications for constructivism and observational learning. Constructivist criteria (Baviskar, Hartle, & Whitney, 2009, pp. 543-544) and observational learning, based on Bandura's (2001, pp. 265-299) social cognitive theory, formed the theoretical grounding for this research. The findings suggest that discussion forums are ideal for the stimulation of constructivism and observational learning in online learning programmes.
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      – SubjectFull: Web 2.0 Technologies
        Type: general
      – SubjectFull: Social Networks
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Constructivism (Learning)
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      – SubjectFull: Management Systems
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      – SubjectFull: Asynchronous Communication
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Ethnography
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      – SubjectFull: Observational Learning
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Social Cognition
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      – SubjectFull: Retention (Psychology)
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