A Problem Solving Using Intelligent Social Network

A Problem Solving Using Intelligent Social Network

Mahnane Lamia (LRS Laboratory, University of Badji Mokhtar, Annaba, Algeria) and Hafidi Mohamed (LRS Laboratory, University of Badji Mokhtar, Annaba, Algeria)
DOI: 10.4018/IJWLTT.2019070103

Abstract

Nowadays, students are becoming familiar with the computer technology at a very early age. Moreover, the wide availability of the internet gives a new perspective to distance education making e-learning environments crucial to the future of education. Intelligent tutoring systems (ITSs) provide sophisticated tutoring systems using artificial intelligence techniques in computer programs to facilitate instruction. ITSs support problem solving by providing adaptive scaffolding in terms of feedback, guidance, problem selection and other types of help. Little attention has been devoted thus far to the difference between novices and advanced students in learning from social network and ITSs. Furthermore, students can benefit from collaboration in social network environments especially when this is combined with an ITS.
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Learning from Social Networks

The benefits of using SNSs as learning tool for students are to support collaboration and communication between students, enhance learning (especially that of language), increase students’ motivation and provide psychosocial benefits. (Henderson et al., 2010) stated that SNSs are increasingly accepted by educators due to its ability of offering strong communication and collaboration areas for the activities in classes. Additionally, (Hosny & Fatima, 2012) revealed that learning through SNS can help students to engage actively in the learning process, while eliminating the traditional lessons taught through presentation materials. (Wang C.M, 2012) reported that SNS usage in education introduces comprehensive learning that benefits both the students and teachers. It was also found that students are more serious toward online materials as opposed to conventional materials.

Apart from learning tool, SNSs are also useful in increasing students’ motivation and engagement. (Hoffman, E. 2009) stated that adapting SNSs as a learning tool provides a supportive environment and contributes positively on student engagement, motivation, and interaction. According to (Griffith & Liyanage, 2008), the motivation for students is proportional to the amount of information presented on SNSs by their teachers.

Furthermore, there are some psychological benefits for students who use SNSs as a learning tool. (Tynes, 2007) and (Griffith & Liyanage, 2008), the two psychological benefits are facilitation of identity exploration and improvement in social cognitive skills.

One of the other benefits of SNSs is “learners’ centricity” when used as a learning tool for students. In the cyber space, SNSs allow individuals to interact with others that have similar interests within a subject area.

Despite the many advantages associated with using SNS as a learning mechanism for students, naturally there are always drawbacks in a method. The major problem is the extraneous cognitive load in SNSs. In SNSs, learners need to acquire knowledge through knowledge sharing with other participants. However, without a support such as ITSs, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load (Grosseck et al. 2011).

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