Blended Learning Environments: Using Social Networking Sites to Enhance the First Year Experience

Autor/in	McCarthy, Joshua
Titel	Blended Learning Environments: Using Social Networking Sites to Enhance the First Year Experience
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 6, S.729-740 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Feedback (Response); Elective Courses; Architecture; Evaluation; Peer Relationship; Grouping (Instructional Purposes); Internet; Social Networks; Educational Environment; Universities; School Culture; Questionnaires; Learner Engagement; Student Attitudes; Teaching Methods; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Elective course; Wahlkurs; Architektur; Evaluierung; Peer-Beziehungen; Grouping; Gruppenbildung; Social network; Soziales Netzwerk; Lernumgebung; Pädagogische Umwelt; Schulumwelt; University; Universität; Schulkultur; Schulleben; Fragebogen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	This study explores blending virtual and physical learning environments to enhance the experience of first year by immersing students into university culture through social and academic interaction between peers. It reports on the progress made from 2008 to 2009 using an existing academic platform, the first year design elective course "Imaging Our World", in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 120 design students, including 27 internationals, engaged with their peers through an online forum within the host site "Facebook", in addition to the traditional teaching mechanisms of lectures and tutorials. Students were required to submit work online to "Facebook" and provide critiques of peers' submissions. Resulting discussions were then transferred into the physical classroom with the aim of building meaningful relationships between peers based on the embryonic online connections. The evaluation process involved pre and post semester questionnaires, weekly feedback from students and project-specific reflections at the completion of the semester. The findings are discussed in light of the conflicting attitudes and assumptions regarding the "digital native" student cohort, and the use of social media to support learning and teaching in higher education. (Contains 5 tables.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10