Social learning tools

Abstract: The purpose of this study is to identify the determinants of the intention to use and the effective use of a learning management system that integrates social learning tools. Data were collected through an online questionnaire and analyzed using structural equation modeling techniques. As our theoretical lens, we adapted the original unified theory of acceptance and the use of technology model by extending it with intrinsic value construct. As such, this research allowed for the first time testing an extended version of the unified theory of acceptance and the use of technology model in a social learning context. Our results show that facilitating conditions and intrinsic value variables explained the behavioral intention to use a learning management system that integrates social media technology and that facilitating conditions variable predicted use behavior. Our research findings suggest fostering both students? enjoyment and interest in using social learning technologies for education and offering them facilitating conditions to strengthen technology adoption. Practitioner Notes What is already known about this topic Universities know that students are accustomed to use social media for personal purposes. Teachers are trying to integrate social media tools into learning management systems. There is little knowledge about what makes students? willing to use social media tools for learning. The unified theory of acceptance and use of technology is an approved model that explains the intention to use and the effective use of technology. What this paper adds The paper identifies the determinants that make students? willing to use a learning management system in which a social media tool is embedded. Apart from the main determinants of the unified theory of acceptance and the use of technology model, intrinsic value?defined as the feeling of both enjoyment and interest from performing an activity?explains behavioral intention and use behavior toward social media systems. Implications for practice and/or policy The paper concludes with advices for decision makers in universities who want to integrate social learning tools in learning management systems: They have to pay attention to not only the social media system?s functionalities, but also to how the system can be enjoyable and interesting to use. They have to think about offering better facilitating conditions to students?like user manuals, an online FAQ, discussion forums, training sessions, or personal human support?to strengthen the adoption of social learning systems.

Abstract: Limited research has considered social learning tools and preferences of the Generation Z learner from a higher educational perspective. This research is based on the educational theories of constructivism and social learning, in attempt to reflect on social learning tools employed in a third year Urban and Regional Planning module at the North-West University (South Africa). The empirical investigation was based on the reflections from Generation Z learners who were introduced to a range of social media tools. The paper aimed to investigate if social learning tools can positively impact the learner experience in the contemporary classroom based on longitudinal data. It identified the preferences of the Generation Z learners in terms of social media tools, and the trends thereof, during a 10-year period (2011 – 2020). Finally, the paper drew on the perspective of the educator, in reflecting on the challenges, but also scope, to include social learning tools as part of higher education teaching-learning.

Abstract: The ProblemWe live in uncertain times, exacerbated by many direct and indirect effects of the global financial crisis. However, there is a lack of understanding about how human resource development...

Abstract: Design and Technology has become an important part of the school curriculum. In Queensland, Australia, Technology (which encompasses Design) is one of the Key Learning Areas (KLAs) for students in the first ten years of schooling. This KLA adopts a student-centred, hands-on constructivist approach to teaching and learning. The ability to conceptualise and implement appropriate learning experiences, however, has been a challenge for some early career teachers. This paper describes how Design and Technology is being taught to pre-service primary teachers at an Australian University through their involvement in a range of authentic problem-solving activities supported by social learning tools such as wikis and blogs. An interview with a sample from this group (N=5) provides an insight into how these social software tools enhanced their knowledge and learning. This paper will describe how these social learning tools impact on the agency of learning.