1 Peer Learning with Computers.- Collaborative problem solving with HyperCard: The influence of peer interaction on planning and information handling strategies.- Small group collaborative discovery learning from hypertext.- Peer interaction and writing: The process of revision.- Computer support for the collaborative learning of physics concepts.- The construction of shared knowledge in collaborative problem solving.- 2 Computer Support for Distance Learning.- Learning network design: Coordinating group interactions in formal learning environments over time and distance.- Computer-supported collaborative learning in a multi-media distance education environment.- Distance learning and computer-mediated communication: Interactive, quasiinteractive or monologue?.- 3 The Social and Organisational Context.- Educational practice within two local computer networks.- Technology's role in restructuring for collaborative learning.- 4 Models of Collaboration.- The negotiation of dialogue focus: An investigation of dialogue processes in joint planning in a computer based task.- Computational modelling of constructive interaction: Relaxing the mutuality hypothesis.- Designing human-computer collaborative learning.- 5 Design Issues.- Issues in computer supported collaborative learning.- Designing computer support for collaborative learning.

Computer supported collaborative learning

The purpose of this study was to examine student awareness of the pedagogical benefits of Web 2.0 to supplement in-class learning and to better understand factors that influence student decisions to adopt these tools, using the Decomposed Theory of Planned Behavior (DTPB). Findings indicated that while many students feel that some Web 2.0 applications can be effective at increasing satisfaction with a course, improving their learning and their writing ability, and increasing student interaction with other students and faculty; few choose to use them in educational contexts. Additional results indicated that student attitudes and their subjective norms are strong indicators of their intentions to use Web 2.0.

Examining student decisions to adopt Web 2.0 technologies: theory and empirical tests

Social networking sites (SNSs) have increasingly become an important tool for young adults to interact and socialize with their peers. As most of these young adults are also learners, educators have been looking for ways to understand the phenomena in order to harness its potential for use in education. This is especially relevant in Malaysia where SNSs are popular among the youths, yet there is little data available to describe patterns of use for the wider segment of the target population. This study presents the results of a nationwide survey on tertiary level students in Malaysia. The results show that SNSs penetration is not at full 100% as initially assumed. The respondents spend the most time online for social networking and learning. The results also indicate that while the respondents are using SNS for the purpose of informal learning activities, only half (50.3%) use it to get in touch with their lecturers in informal learning contexts. The respondents also reported spending more time on SNS for socializing rather than learning and they do not believe the use of SNS is affecting their academic performance.

/pdf/the-use-of-social-networking-sites-among-malaysian-1dlpklwwx8.pdf

The Use of Social Networking Sites among Malaysian University Students

Obtaining quality learning behavior requires constant improvement. The development of learning methods often unsupported changes in the behavior of participants. This condition causes reluctance to use new learning methods by some users. Meanwhile, technological developments, especially Web 2.0, have the ability to change the way people communicate and interact. This study used the features and capabilities of Web 2.0 to improve learning behavior. The use of this technology will be adjusted with learning methods, especially online-learning that overgrows nowadays. The concept of an integrated system applied a persuasive strategy to bring persuasion. Modifications e-learning were done by combining the concepts of Web 2.0 and persuasive system. Tests were performed on aspects that affect the user’s intentions by comparing the initial and final conditions after the intervention. The behavior changes were expected to improve user involvement and intention in online learning. The results show that the modified technology by using persuasive concept can improve the users’ intention.

/pdf/persuasive-technology-for-enhanced-learning-behavior-in-49snprg884.pdf

Persuasive technology for enhanced learning behavior in higher education

﻿The main objective of this study is to provide students and actors of online education in a university with solutions for influencing factors of students’ positive opinion about the use of the e-learning technology in teaching and learning. This paper is meant to improve the use of instructional technology in our region for societal benefit and the technological learning development. We believe that it is impossible to improve innovations in increasing sustainable applications of technology in education without answering the question: Why aren't students interested in e-learning? What are the learning technological factors that may influence the positive opinion about the use of e-learning technology for teaching and learning? The result of the experimentation shows clearly that 78.8% of the surveyed students have a high experience in general use of Internet services and they are familiar with Internet technology. Result shows also that only 23.2% of them state that they have a high experience in using Internet for learning. The survey results also show that 59.6% of students have problems in using ICTs for learning (Information and communication technologies for learning). The survey results show that 44.4% and 19.2% respectively disagree and strongly disagree with the statement that the learning process is based on cognitive flexibility.

https://www.eujournal.org/index.php/esj/article/download/645/733

Factors influencing the adoption of the e-learning technology in teaching and learning by students of a university class

Education is arguably one of the most important issues that any Society must discuss and need to consider its reinforcement. Colleges and Universities have the key role in promoting high quality and reliable education and the knowledge development, but are far from being the only (or even the main) source of information and knowledge nowadays, due to the expansion of new forms of communication (most notably the Internet). 
In places like Europe and the United States, there is a new generation of students entering Higher Education institutions which has grown within an environment where information technology has opened unprecedented opportunities of social interaction and peer-construction of knowledge. Also, the emergence of social software has enabled people to connect and collaborate throughout computer-mediated communication and to easily form online communities.

https://upcommons.upc.edu/bitstream/handle/2099/5736/l2_pap_Simoes.pdf;sequence=1

Web 2.0 and higher education: pedagogical implications

From a critical analysis of Howe and Strauss (2000; 2003) theory of recurrent cycles of generations in History, we intend to extract useful Advertising principles that can be applied when aiming at Millennials as consumers. Noting that the notion of “generational trait” resembles the empirically validated concept of “cohort effect”, we find Howe and Strauss ideas to be very compelling, and useful, when it comes to find guidelines that allow for an understanding of generational variations on consumer behaviour.

/pdf/targeting-the-millennial-generation-3pg4uzfbqz.pdf

Targeting the Millennial Generation

Over the last 20 years, information technology has promoted a deep restructuring in the way people live, communicate and learn. These changes led to the emergence of new behaviors and habits among the new generations of students. We state that the intensive use of information and communication technologies has a profound and measurable impact that we try to characterize. We also discuss consequences for the organization and administration of Higher Education emerging from the technological and generational challenges resulting from the new dynamics of the 21st Century.

/pdf/geracao-net-web-2-0-e-ensino-superior-5czykyl5dj.pdf

Geração Net, Web 2.0 e Ensino Superior

In this paper we present an integrative view of Millennials’ consumer behaviour. After applying some classical models based on the traditional “information-processing paradigm”, we concluded that only a framework that takes into account the impact of the culture and lifestyle surrounding Millennials is useful to derive guidelines on how to make successful advertising campaigns aimed at this population. The paper concludes with some recommendations on how to be able to reach this segment of consumers.

/pdf/consumer-behaviour-of-the-millennial-generation-194qybh7b4.pdf

Consumer Behaviour of the Millennial Generation

This chapter describes a research study in which data about the uses of Facebook by higher education students were gathered simultaneously with measurements of a set of psychological dimensions (personal and collective self-esteem, self-concept, general self-efficacy, satisfaction with social support and with academic life, and several aspects of academic experiences: interpersonal, career, institutional, personal and course satisfaction). The final result of the study is a path model inspired on the structural model proposed by Mazman and Usluel (2010) in which the psychological variables that have a significant influence on the academic use of Facebook were incorporated. A positive total effect of identity collective self-esteem in the educational use of Facebook was found and a negative total effect was found for public collective self-esteem in the educational usage of Facebook (EUF). Institutional adaptation proved to have a significant positive total effect on students’ willingness to use Facebook for educational purposes. Satisfaction with life was not a direct predictor of the educational use of Facebook. However, it was a direct predictor of the use of Facebook for work-related purposes, which was the strongest predictor of educational use of Facebook. Therefore, although the effect of satisfaction with life in the educational use of Facebook was only indirect, it was nevertheless positive and statistically significant.

Influence of Psychological Variables on the Academic Use of Facebook

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