This module paper attempts to evaluate how learners own technology enhanced learning. It begins with a critical review of McCarthy’s ‘Learning in the Café: pilot testing the collaborative application for education in Facebook’ and Thorpe’s ‘Effective online interaction: mapping course design to bridge from research to practice’. The fact that Facebook has different features that promote student interactions, it was no surprise that 92 % agreed that Café encourages their interaction with their peers. The importance of this interaction was confirmed by Thorpe (2008) who recommends a range of activities that promote both group and individual participation as well as compulsory student participation for effective interaction.
Table of Contents
I. McCarthy & Thorpe’s Papers
1.1. McCarthy’s (2015) paper
1.1.1. Students interactions
1.1.2. Engagement in academic discussions
1.1.3. Recommendations for Facebook design/functionality
1.2. Thorpe’s (2008) paper
1.2.1. The main implications for practitioners
1.2.2. Application to Technology Enhanced Learning
II. Learners Now Have Ownership of Technology-Enhanced Learning
2.1. Introduction
2.2. Most powerful arguments and evidence in support of this claim
2.2.1. Increasing use of web 2.0 technologies
2.2.2. Increasing use of Suitable Digital devices and softwares
2.3. Most powerful arguments and evidence against the claim
2.3.1. Strength of the Digital Contents
2.3.2. Universities’ Preference of VLE over Social Networking Sites
2.3.3. Concern for Vulnerable communities
2.4. Learner’s position in relation to the claim
2.5. Principal implications for practitioners in technology-enhanced learning
2.5.1. Blurring of formal and informal learning
2.5.2. Change in pedagogy and participants’ roles
III. Conclusion
Research Objectives and Themes
The paper evaluates the extent to which learners possess ownership of technology-enhanced learning (TEL) by synthesizing theoretical perspectives and critical reviews of educational practices. It examines the shift from teacher-centered to student-centered approaches, exploring how Web 2.0 tools, personal devices, and community-based learning models empower students while challenging traditional institutional structures.
- The role of Web 2.0 technologies in facilitating student autonomy and engagement.
- The impact of institutional Virtual Learning Environments (VLEs) versus personal social networking tools.
- The psychological aspects of learner ownership and self-determination in digital spaces.
- The evolving roles of educators as facilitators in technology-enabled environments.
- The digital divide and its implications for vulnerable communities in online learning.
Excerpt from the Book
1.1.1. Students interactions
The study findings indicated that 92% of respondents agreed the statement that, during the semester, the Café promoted their interaction with peers, with 6% undecided and 2% disagreements on the statement (McCarthy, 2015, p77-78).
In my opinion, the results are not surprising because the satisfaction of students in online learning depends on various factors promoted by Facebook, including its interactive nature. McCarthy (2015) himself recognises that “Facebook applications have been specifically created to facilitate interaction between social networks”. In the study conducted by Bray, Aoki and Larry (2008), students’ interaction is a major factor to their satisfaction which depends on the ease of familiarity of interface where students who find technology easy to use are more satisfied than those who don’t. Similarly their findings were supported by other studies, like Miller, Rainer & Corley, 2003; Schrum & Hong (2001) who found a positive relationship between student comfort with technology and student success and satisfaction in online courses. Knowing that this comfort with technology promotes online interaction (Lee, Danis, Miller, & Jung, 2001), and that 93% of participants were existing Facebook users, with 65% of participants belonging to the majority demographic of Facebook users of people aged between 19-24 (Alex, 2018), the above results are well substantiated.
Chapter Summary
I. McCarthy & Thorpe’s Papers: This chapter critically analyzes two foundational papers on online interaction, highlighting how Facebook and specific design strategies promote student engagement.
II. Learners Now Have Ownership of Technology-Enhanced Learning: This section investigates the arguments for and against learner ownership, analyzing the role of Web 2.0, mobile devices, and the pedagogical shift in participant roles.
III. Conclusion: The conclusion synthesizes the findings, noting that while students are increasingly empowered by personal technologies, educational institutions must adapt to these changing dynamics to maintain engagement.
Keywords
Web 2.0, Online and Distance Education, Social Media Learning, Learner Ownership, Technology-enhanced Learning, Pedagogy, Participation, Virtual Learning Environments, Student Engagement, Digital Literacy, Mobile Learning, Communities of Practice.
Frequently Asked Questions
What is the primary focus of this academic paper?
The paper evaluates whether learners truly possess ownership of their learning experiences within technology-enhanced educational contexts.
What are the central themes discussed?
The central themes include the impact of Web 2.0 tools on learning, the tension between institutional VLEs and student-preferred social media, and the shift in pedagogical roles.
What is the core research question or objective?
The objective is to analyze if and how students exercise control over their own learning, specifically through the use of external digital tools and personal technology.
Which scientific methods are utilized?
The work employs a literature review and a critical analysis of existing research papers, complemented by personal reflection on distance learning experiences.
What does the main body of the text cover?
It provides a critical review of McCarthy (2015) and Thorpe (2008), discusses the arguments supporting and refuting learner ownership, and examines the implications for practitioners.
Which keywords best characterize the work?
Key terms include Technology-enhanced learning, Web 2.0, Learner ownership, and Pedagogy.
How do Web 2.0 technologies support student ownership?
They provide learners with expressive, reflective, and explanatory tools that transcend traditional textbooks, allowing for greater autonomy and network-based learning.
Why do universities often prefer VLEs over social networking sites?
Institutions favor VLEs for controlled course delivery, despite challenges in integrating these systems with the external, student-preferred technologies that foster higher engagement.
What are the implications of the "no one is an expert" principle in Web 2.0?
It forces a pedagogical shift where the teacher's role evolves from a primary source of knowledge to a facilitator of collaborative, student-constructed learning.
- Arbeit zitieren
- Dr. Sixbert Sangwa (Autor:in), 2018, Learners now have ownership of technology-enhanced learning, München, GRIN Verlag, https://www.grin.com/document/1012765
