Learning through Social Networking Sites--The Critical Role of the Teacher

Autor/inn/en	Callaghan, Noelene; Bower, Matt
Titel	Learning through Social Networking Sites--The Critical Role of the Teacher
Quelle	In: Educational Media International, 49 (2012) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2012.662621
Schlagwörter	Learning Processes; Student Attitudes; Social Networks; Case Studies; Comparative Analysis; Teacher Role; Technological Literacy; Electronic Learning; Web 2.0 Technologies; Secondary School Students; Teacher Student Relationship; Synthesis; Thinking Skills; Learning Motivation; Classification; Cognitive Style; Teacher Effectiveness; Australia + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Schülerverhalten; Social network; Soziales Netzwerk; Case study; Fallstudie; Case Study; Lehrerrolle; Technisches Wissen; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Denkfähigkeit; Motivation for studies; Lernmotivation; Classification system; Klassifikation; Klassifikationssystem; Cognitive styles; Kognitiver Stil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
Abstract	This comparative case study examined factors affecting behaviour and learning in social networking sites (SNS). The behaviour and learning of two classes completing identical SNS based modules of work was observed and compared. All student contributions to the SNS were analysed, with the cognitive process dimension of the Revised Bloom's Taxonomy used to measure the type of thinking that students demonstrated. Key findings include the trade off between social and learning contributions, the potential of SNSs to enhance motivation and digital literacy development, and the critical role of the teaching in influencing the behaviour and learning that transpired. Effective teacher implementation in the SNS was associated with positive teacher-student relationships, establishing a "learning" rather than "social" attitude towards the SNS, and the online presence that the teacher exerted. (Contains 7 figures and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10