Undergraduate Students Engagement in Formal and Informal Learning: Applying the Community of Inquiry Framework

Autor/inn/en	Chatterjee, Suparna; Parra, Julia
Titel	Undergraduate Students Engagement in Formal and Informal Learning: Applying the Community of Inquiry Framework
Quelle	In: Journal of Educational Technology Systems, 50 (2022) 3, S.327-355 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chatterjee, Suparna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395211062552
Schlagwörter	Undergraduate Students; Learner Engagement; Informal Education; Educational Technology; Preservice Teachers; Social Media; Communities of Practice; Inquiry; Learning Activities + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Unterrichtsmedien; Soziale Medien; Community; Lernaktivität
Abstract	The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, "How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?" The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included: (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01