Use and perceptions of second life by distance learners: comparison with other communication media

Research has demonstrated that the use of communication media in distance education can reduce the feeling of distance and isolation from peers and tutor, and provide opportunities for collaborative learning activities (Bates, 2005). The use of virtual worlds (VW) in education has increased in recent years, with Second Life (SL) being the most commonly used VW in higher education (Wang & Burton, 2012). There is a paucity of information available on students’ use and perceptions of SL in relation to other online communication media available to the distance learner. Consequently, in the study described here, this area was explored with a group of students registered in a part-time distance education Master’s program at a large UK University open to international students. A self-completion survey was designed to assess students’ use and perceptions of using SL compared with other communication media. The majority of students rated SL lower than other forms of communications media such as email, WebCT discussion boards, Skype, and Wimba for facilitating communication, promoting the formation of social networks, fostering a sense of community, and benefiting their learning.  It is possible that the results of this study were influenced by the lower frequency of use of SL in this program compared to other work reported on this subject. Further work is required to evaluate the effect of frequency of use of SL and availability of alternative communication media on students’ use and perceptions of this virtual world

Social media enhanced boundary crossing: exploring distance students' ecosystems of learning support

As the demand for distance learning increases, traditional campus-based universities continue to struggle in supporting working distance students. This has resulted in the increased phenomena of students using social media within their ecosystems of learning support. The use of formal and informal tools such as social media gives rise to boundaries which students need to cross for effective support. How social media facilitates the crossing of boundaries within ecosystems of learning support remains an unfamiliar area of research. This study employed a predominately qualitative research methods, with a small element being a quantitative method to view and investigate postgraduate distance students' ecosystem of learning support holistically. The findings of this study revealed that participants used a combination of formal and informal tools to support their learning, including social media. In particular WhatsApp, which enables the crossing of transitional, formal and informal learning contexts, hierarchical and, time and space boundaries. Recognizing social media as an important part of students' learning support ecosystem, allowed an expanded view on learning support. As such, the study highlighted a range of different learning mechanisms which occur when students cross these boundaries, with coordination being the dominant learning mechanism. In conclusion, social media (such as WhatsApp) does indeed enhance the crossing of various boundaries to support learning. However, some students do not necessarily perceive their interaction on social media as learning, which speaks to the need of legitimising social media as learning tools by institutions. This study then recommends the need for institutions to recognize and nurture the use of social media as one element of a distance learning support ecosystem for cost-effective student support strategies guided by institutional guidelines and policies

Analisis Pemanfaatan Media Sosial Instagram sebagai Media Pembelajaran Jarak Jauh pada Mata Kuliah Pendidikan Kewarganegaraan

This study aims to describe the use of Instagram social media as a learning medium in civic education courses and to describe the factors that support and hinder the use of Instagram social media as learning media in citizenship education courses. Data collection techniques using observation, documentation and interviews. Selection of informants based on purposive, namely the selection based on the purpose of this study. The research was carried out in a class of students of the Management Department of Sriwijaya University on the subject of democracy. The results of the research that have been carried out show that lectures through Instagram are very interesting and fun, students become more active because students feel more free to express their opinions so that almost all of them share their opinions in lectures. Distance learning using the internet network and several tools that must be owned by every educator and student there are supporting and inhibiting factors in the lecture process. Supporting factors include: a) The learning process becomes more relaxed. b) The available features vary, c) The learning materials are interesting, d) Easy to reach. In addition to the supporting factors, there are also inhibiting factors in the use of Instagram social media as a learning medium. The inhibiting factors for the use of social media as a distance learning medium are: a) unstable network, b) inadequate gadgets and c) explanations of material that are difficult to understand and d) some students do not use Instagram usernames using real names so it is difficult to recognize student name

Roles and student identities in online large course forums: implications for practice.

The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning the MOOC (Massive Open Online Course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provides both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutor and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single level 2 undergraduate module and open to over a thousand students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice frameworks (COP) and contributes to feelings of efficacy, student identity and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity

On Social Media Addiction and Negative Effects in Southeast European University Students During the COVID-19 Pandemic

Students of Southeast European University in distance learning during the COVID-19 pandemic had few opportunities to socialize in person, resulting in a significant rise in the use of smartphones and technology. For educational purposes the use of smartphones generally represented an alternative and turned to be useful but, however excessive use may promote addictive tendencies towards social media use, and at the same time with negative consequences for students’ psychological health.             Furthermore, with this study, we examined the occurrence of smartphone and social media application use in first year students in distance education at Southeast European University during COVID-19 pandemic. Respectively, we investigate the impact of different social media applications on self- described tendencies toward social media addiction Respectively, the prevalence of smartphone and social media application use and its relative impact of different social media applications was based on self-reported tendencies by students toward social media addiction.  I have interviewed 95 students of both genders who spoke on the use of the smartphone and social media applications, specifically WhatsApp, Facebook, Twitter, TikTok, Instagram, Snapchat, Telegram, Messenger, and YouTube. The whole research was administered during the second wave of the COVID-19 pandemic. Differences in social media addiction with different patterns of social media use were investigated. On average students using WhatsApp and Viber reported the lowest social media addiction compared with students using Facebook and TikTok. In general, we found time spent on smartphone using Facebook

Rancang Bangun Media Pembelajaran Interaktif Berbasis Prezi Materi Komponen Peta Pembelajaran IPS di Kelas V SD

Learning media is one of components in learning planning. Learning media is a learning process tool to deliver learning materials. Teacher can use concrete learning media directly, replica, or video, audio and image as an effort to deliver teaching materials more online/distance learning either synchronously/asynchronously, and of course learning media is becoming a very important component in delivering material. However, the use of learning media in fifth grade elementary school is still less varied in several subjects, one of which is social studies. The purpose of this research is to produce Prezi-based interactive  learning media on social science learning map component material for fifth grade of elementary school. This research  is a design and development research using the ADDIE model which consists of 5 stages (1) analyze, (2) design, (3) development, (4) implementation, and (5) evaluation. The research instrument used is a questionnaire instrument. The validator questionnaire was used the assessment learning media by media experts and material experts. The response questionnaire was used to determine the user’s response i.e., 2 fifth grade elementary school teachers and 20 fifth grade elementary school students on  Prezi-based interactive learning media on map component material for the fifth grade elementary school. The accumulated rating percentage of the validator is 89% and the accumulation of users is 87%. Thus, this  learning media is very suitable to ne used in the map component of social studies learning material for the fifth grade of elementary school and can add variety use of learning media. &nbsp

Distributed digital contexts and learning : personal empowerment and social transformation in marginalized populations

The role of digital media and learning has often been synonymous with the use of open education resources in formal institutional settings. Further, open and distance learning has been criticized for focusing narrowly on educational objectives, ignoring socio-political issues of access and participation by marginalized populations. This study examines the lived experiences of female migrant domestic workers (N=20) in Singapore attending Open University. Mobile and social media supplement open and distance learning resources to allow for open practices of consumption, production and sharing in distributed contexts of digital learning. Marginalized students engaged in participation and collaboration activities, with specific privacy practices due to their social positions. Digital learning led to substantive learning for personal empowerment and social transformation, with aspirational strategies often involving digital skills. The discussion reflects on identity management across formal and informal digital settings as a means of transforming societal discourses of discrimination

THE USE OF SOCIAL MEDIA FOR ACADEMIC PRACTICE: A REVIEW OF LITERATURE

Social media has become extremely popular among college students. It is estimated that several million students across the globe use these resources for personal interactions on a daily basis. As Web-based technologies are designed to support the social architecture of a community, educators and researchers are exploring the integration of social media in education. As scholars explore these new online communities, it is necessary to examine the use of social media tools by students of color, a segment of the population that has historically experienced inequalities associated with the use of and access to technology. The current literature review reports on (a) the use of social media by students and faculty; (b) the integration of social media in traditional and distance learning environments; and (c) the pros and cons of using social media for academic practice. The published research provides evidence that faculty and students are amenable to using social media tools for teaching and learning and such technologies support active participation, student engagement and increased community skills. While these are benefits to using social media venues for academic practice, critics argue that the medium imposes pedagogical limitations as well as legal and security ramifications

MENJADI GURU PROFESIONAL DI ERA DIGITAL: PEMANFAATAN MEDIA PEMBELAJARAN DIGITAL DAN MEDIA SOSIAL

Social media has become an important part of learning. However, the adoption of E-learning and technology in learning resulted in a new teaching era among all educators all over the world. As the COVID-19 hit the world of education, education shifted the learning from face to face learning into distance learning. The following study discussed the implementation of technology in the new era of education during community service programs. Qualitative research was implemented through a week intensive observation by the researchers focusing on media of learning creation, use of digital media in learning and gamification of learning. Based on the data from the study, 48% of the participants had difficulty accessing technology in learning. The researchers also suggested that social media have a significant role to create fun and interactive learning. Moreover, applications such as Canva, Powtoon, Prezi and Kinemaster can be a great tool and media in a new and modern era of learning

Social Collaboration Style Preferences and Cognitive Receptivity to Technological Change and Innovation in Open and Distance e-Learning

The proliferation of online courses in open and distance e-learning higher education contexts brought attention to the role of social collaboration activities in enhancing student learning. Constructive social collaboration in an e-learning environment is influenced by the interaction dynamics of the relevant virtual learning community. Social learning involves the acquisition of knowledge and skills relevant to the individual’s unique work or learning context through collaborative endeavours and interactions that often include the use of technological tools such as web-based platforms and social media technological applications. This chapter focuses on how the social collaboration style preferences of members of the virtual learning community relate to their cognitive receptivity to technological change and innovation. The practical implications for virtual learning in open and distance e-learning contexts are outlined