ror.org/00944ve71
Abstracts
Abstract
Today’s learners can easily share their thoughts on their social networks, and this movement, undoubtedly, has been affecting their learning. However, learners in such an ad hoc social network environment need a deliberate design to support their idea sharing and concept exchange. Gaining insights into how to stimulate concept sharing in a social network helps learners learn. To this end, this study examined how to design a cloud-based concept construction platform, and analyzed the users’ interaction behaviours on the platform. A cloud-based platform named CoCoing.info was implemented to achieve the aim. The platform has three major functions: (a) co-construction concept building, (b) social network organization, and (c) concept circulation among social networks. Seven hundred and twenty-six accounts registered on the platform. Users constructed 2,121 concepts using 20,049 nodes, and 1,618 files were established. The access statistics results indicated that the platform was used throughout the day, in which the ratio of in-class to after-class access was 0.59:0.41. Among the interactions, 31.24% belonged to concept construction and 68.76% were user responses. Meanwhile, the key player social networking analysis results indicated that teachers appear to play a crucial role in initiating concept construction and triggering social interaction within the type of concept construction social network.
Keywords:
- co-construction concept,
- social networking organization,
- cloud-based platform
Appendices
Bibliography
- Al-Rahmi, W., Othman, M. S., & Yusuf, L. M. (2015). The role of social media for collaborative learning to improve academic performance of students and researchers in Malaysian higher education. The International Review of Research in Open and Distributed Learning, 16(4), 177-204. doi: 10.19173/irrodl.v16i4.2326
- Borgatti, S. P. (2002). Netdraw network visualization. Harvard, MA: Analytic Technologies.
- Borgatti, S. P., Everett, M. G., & Freeman, L.C. (2002). Ucinet 6 for Windows: Software for social network analysis. Harvard, MA: Analytic Technologies.
- Cañas, A. J., & Novak, J. D. (2008). Concept mapping using CmapTools to enhance meaningful learning. In A. Osaka, S. B. Shum, & T. Sherborne (Eds.), Knowledge cartography: Software tools and mapping techniques (advanced information and knowledge processing (pp. 25–46). London: Springer.
- Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The International Review of Research in Open and Distributed Learning, 13(1), 87-104. doi: 10.19173/irrodl.v13i1.1027
- Chiou, C. C. (2008). The effect of concept mapping on students' learning achievements and interests. Innovations in Education and Teaching International, 45(4), 375-387. doi: 10.1080/14703290802377240
- Chu, H. C., Hwang, G. J., & Liang, Y. R. (2014). A cooperative computerized concept-mapping approach to improving students' learning performance in web-based information-seeking activities. Journal of Computers in Education, 1(1), 19-33. doi: 10.1007/s40692-014-0001-2
- de Lima, & Zorrilla (2017). Social networks and the building of learning communities: An experimental study of a social MOOC. International Review of Research in Open and Distributed Learning, 18(1), 40-64. doi: 10.19173/irrodl.v18i1.2630
- Gülbahar, Y., Rapp, C., Kilis, S., & Sitnikova, A. (2017). Enriching higher education with social media: Development and evaluation of a social media toolkit. The International Review of Research in Open and Distributed Learning, 18(1), 23-39. doi: 10.19173/irrodl.v18i1.2656
- Hwang, G. J., Wang, S. Y., & Lai, C. L. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473. doi: 10.1007/s40692-015-0043-0
- Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013). A concept map-embedded educational computer game for improving students' learning performance in natural science courses. Computers & Education, 69, 121-130. doi: 10.1016/j.compedu.2013.07.008
- Lampe, C., Wohn, D. Y., Vitak, J., Ellison, N. B., & Wash, R. (2011). Student use of Facebook for organizing collaborative classroom activities. International Journal of Computer-Supported Collaborative Learning, 6(3), 329-347. doi: 10.1007/s11412-011-9115-y
- Lewis, S., Pea, R., & Rosen, J. (2010). Beyond participation to co-creation of meaning: Mobile social media in generative learning communities. Social Science Information, 49(3), 351-369. doi: 10.1177/0539018410370726
- Meishar-Tal, H., & Pieterse, E. (2017). Why do academics use academic social networking sites? The International Review of Research in Open and Distributed Learning, 18(1), 1-22. doi: 10.19173/irrodl.v18i1.2643
- Mnkandla, E., & Minnaar, A. (2017). The use of social media in e-learning: A metasynthesis. International Review of Research in Open and Distributed Learning, 18(5), 227-248. doi: 10.19173/irrodl.v18i5.3014
- Novak, J. D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. New Jersey: Lawrence Erlbaum Associates.
- O'Reilly, T. (2005). What is Web 2.0? Design patterns and business models for the next generation of software. Cambridge, MA: O'Reilly.
- Putnik, G., Costa, E., Alves, C., Castro, H., Varela, L., & Shahl, V. (2016). Analysing the correlation between social network analysis measures and performance of students in social network-based engineering education. International Journal of Technology and Design Education, 26(3), 413-437. doi: 10.1007/s10798-015-9318-z
- Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (2nd ed.) (pp. 397-417). New York: Cambridge University Press.
- Sharples, M., Kloos, C. D., Dimitriadis, Y., Garlatti, S., & Specht, M. (2015). Mobile and accessible learning for MOOCs. Journal of Interactive Media in Education, 1(4), 1-8. doi: 10.5334/jime.ai
- Sun, J. C. Y., & Chen, A. Y. Z. (2016). Effects of integrating dynamic concept maps with Interactive Response System on elementary school students' motivation and learning outcome: The case of anti-phishing education. Computers & Education, 102, 117-127. doi: 10.1016/j.compedu.2016.08.002
- Wasson, B., Ludvigsen, S., & Hoppe, U. (Eds.). (2013). Designing for change in networked learning environments (Vol. 2). Springer Science & Business Media.
- Weinerth, K., Koenig, V., Brunner, M., & Martin, R. (2014). Concept maps: A useful and usable tool for computer-based knowledge assessment? A literature review with a focus on usability. Computers & Education, 78, 201-209. doi: 10.1016/j.compedu.2014.06.002