Developing a Framework for Social Technologies in Learning via Design-Based Research

Autor/inn/en	Parmaxi, Antigoni; Zaphiris, Panayiotis
Titel	Developing a Framework for Social Technologies in Learning via Design-Based Research
Quelle	In: Educational Media International, 52 (2015) 1, S.33-46 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2015.1005424
Schlagwörter	Foreign Countries; Constructivism (Learning); Research Methodology; Instructional Design; Educational Research; Social Networks; Educational Technology; Web 2.0 Technologies; Computer Assisted Instruction; Second Language Instruction; Second Language Learning; Greek; English (Second Language); English for Academic Purposes; College Instruction; College Students; Qualitative Research; Content Analysis; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Research method; Forschungsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsforschung; Pädagogische Forschung; Social network; Soziales Netzwerk; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Grieche; Griechisch; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschullehre; Collegestudent; Qualitative Forschung; Inhaltsanalyse; Zypern
Abstract	This paper reports on the use of design-based research (DBR) for the development of a framework that grounds the use of social technologies in learning. The paper focuses on three studies which step on the learning theory of constructionism. Constructionism assumes that knowledge is better gained when students find this knowledge for themselves when engaging in the making of concrete and public artifacts. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The three cycles of DBR inquiry provide deep insights into the use of social technologies as social constructionist tools and inform a novel framework for their use. The implementation of the framework is specified along with further implications for researchers and practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01