Session Information
16 SES 04 A, E-Learning and Social Networks in Higher Education
Paper Session
Time:
2009-09-28
16:00-17:30
Room:
NIG, HS 2i
Chair:
Ton Mooij
Contribution
Our initial teacher training programmes are supported by a Moodle-based virtual learning environment (VLE). We use a range of tools, including forums, journals, wikis and blogs to support the professional development of our trainee teachers. The VLE is also used as a repository for learning resources.
We have previously reported on the variable use of the VLE as a learning resource (Joned & Coles, 2007; Coles, 2008). During these studies it emerged that social networking sites such as Facebook, MySpace and Bebo were used by trainees for communication relating to course issues. It was unclear whether trainees had made a conscious decision to select their personal networking sites in preference to Moodle, or whether these were used in addition to Moodle. Furthermore, since academic staff did not routinely survey comments on social networking sites, the nature of the discussion and relevance to the outcomes of their programme was unclear.
We wished to determine whether students use social networking sites instead of or in addition to Moodle. We were also interested in the nature of the discussion on these sites and how this discussion relates to that on Moodle in terms of the requirements of a professional initial teacher training course. The results of the survey are discussed in relation to social-constructivist models of learning and set in the perspective of models of VLE use in other European countries.
Method
Our methodology consisted of a questionnaire survey of 80 trainee teachers within a single cohort, with a follow-up focus group consisting of those who had indicated that they used social networking sites for academic purposes. For the discussion of results, the work of Picciano, Gergen, Dewey, Vygotsky and Bandura is considered.
Expected Outcomes
Our initial findings indicated that trainees use social networking sites for informal aspects of learning. Communication rarely relates to the pedagogic content of their programme, rather they discuss organisational issues. However, reflective comments may be provided, since the informality of the medium encourages trainees to share their experiences. The formality of the VLE discourages open reflection on learning and there is a perception that the social networking sites are more the trainees’ domain than that of their tutors, despite ready availability of access to some of the sites by university staff.
‘Presence’ and physical space are relevant to the discussion of the issues raised here (Picciano, 2002). Picciano contrasted the relationship between 'interaction' and 'presence'. We have considered the possible influences of the social network and VLE environments on interaction and presence and these are discussed in the context of our findings.
References
Coles, A.M. (2008) Identification of Barriers to Participation in a Practice-based Virtual Learning Environment. ECER Conference, Gothenberg Joned, A. and Coles, A .M.(2007) ICT use in the Learning and Skills Sector: The Learners’ Perspectives. ECER Conference, Ghent Picciano, A. G. (2002) Beyond Student Perceptions: Issues of Interaction, Presence and Performance in an Online Course. Journal for Asynchronous learning Networks 6 (1) 21-40
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