How Social Media Facilitate Learning Communities and Peer Groups around MOOCS

How Social Media Facilitate Learning Communities and Peer Groups around MOOCS

Leon Rothkrantz (Delft University of Technology, Delft, Netherlands, & Technical University of Prague, Prague, Czech Republic)
DOI: 10.4018/ijhcitp.2015010101
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Abstract

Social media enable the development of new didactical models underlying MOOCs. Individual learning will be complemented by group learning. Students are connected by and cooperate via a social network of study friends for example via Facebook or Twitter. They inform each other about to be expected study activities, learning experiences, cooperate in study activities and take the role of tutor or model for other students. In this paper the authors present next to the didactical model a matching algorithm to create peer groups to perform group work. In distant learning students are remote in place and time. Social media can provide a virtual meeting place. So the question is how to select your friends to cooperate successfully in study activities. They will describe a tool, which recommends best matching students, taking care of abilities and personal characteristics of students and requirements set by the lecturers in such a way that balanced groups are created. Students make a selection from the offer. Special Apps have to be downloaded on phones or computer devices to connect the teaching-learning environment.
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Literature Survey

An introduction to e-learning, an overview and its applications is provided by (Holmes & Gardner, 2007). They state that most e-learning didactical models are currently centred on the concept of communal constructivism, which include theories of behaviourism, cognitivism ad socio-constructivism together with the contributions of Bruner, Piaget and Vygotsky. In communal constructivism, each member of the community learns with and from each other as well as contributing resources to the learning community. The key-factor is the provision of enhanced communication and the creation of environments within new understandings can be fostered and developed. In recent years constructivism has extended the traditional focus on individual learning to address collaborative and social dimensions of learning.

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