Review
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Year 2022, , 721 - 737, 30.09.2022
https://doi.org/10.31681/jetol.1084512

Abstract

References

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  • Atman Uslu, N., Yavuz, G. Ö., & Koçak Usluel, Y. (2022). A systematic review study on educational robotics and robots. Interactive Learning Environments, 1–25. https://doi.org/10.1080/10494820.2021.2023890
  • Augar, N., Raitman, R., & Zhou, W. (2004). Teaching and learning online with wikis. Beyond the Comfort Zone : Proceedings of the 21st ASCILITE Conference, December, 95–104. https://doi.org/10.4018/978-1-5225-0783-3.ch058
  • Augar, N., Raitman, R., & Zhou, W. (2005). Towards building web based learning communities with wikis. In P. Kommers & P. Isaias (Eds.), Proceedings of the IADIS International Conference Web Based Communities 2005 (Issues 23-25 February, pp. 207–214).
  • Avsheniuk, N., Seminikhyna, N., Svyrydiuk, T., & Lutsenko, O. (2021). ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine. Arab World English Journal, 1, 222–234. https://doi.org/10.24093/awej/covid.17
  • Baker, R. M., Leonard, M. E., & Milosavljevic, B. H. (2020). The Sudden Switch to Online Teaching of an Upper-Level Experimental Physical Chemistry Course: Challenges and Solutions. Journal of Chemical Education, 97(9), 3097–3101. https://doi.org/10.1021/acs.jchemed.0c00776
  • Baytekin, M. E., & Su-Bergil, A. (2021). The Role of Web2.0 and Social Media Tools in Foreign Language Learning. The Turkish Online Journal of Educational Technology, 20(2), 104–115.
  • Bell, M., & MacDougall, K. (2013). Adapting online learning for Canada’s Northern public health workforce. International Journal of Circumpolar Health, 72(1), 21345. https://doi.org/10.3402/ijch.v72i0.21345
  • Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. https://doi.org/10.1080/01587919.2018.1520041
  • Borup, J., & Evmenova, A. (2019). The Effectiveness of Professional Development in Overcoming Obstacles to Effective Online Instruction in a College of Education. Online Learning, 23(2), 1–20. https://doi.org/10.24059/olj.v23i2.1468
  • Bruner, J. S. (1964). The course of cognitive growth. American Psychologist, 19, 1–15.
  • Burhan, Z. (2017). Improving Students’ Motivation using Ice breaker in English : Learning at he First Grade of MTs Madani Alaudin Pao- pao. Alauddin State of Islamic University.
  • Bury, R., Martin, L., & Roberts, S. (2006). Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals. Health Information and Libraries Journal, 23(s1), 22–31. https://doi.org/10.1111/j.1471-1842.2006.00677.x
  • Carpenter, P., & Roberts, E. (2007). Going Wiki in Online Technology Education Courses: Promoting Online Learning and Service Learning through Wikis. Technology Education Journal, 9, 58–64.
  • Carson, M. (2014). Promoting a Community of Practice Online: How Important is Social Presence? (Carson_2014, P. 120: 0). In R. Ørngreen & K. T. Levinsen (Eds.), Proceedings of the 13th European Conference on e‐Learning ECEL‐2014 (Carson_2014, P. 1: 0) (pp. 98–105).
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  • Caskurlu, S., Richardson, J. C., Maeda, Y., & Kozan, K. (2021). The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis. Computers & Education, 165, 104111. https://doi.org/10.1016/j.compedu.2020.104111
  • Chen, J. (2012). 50 Digital Team-Building Games. ohn Wiley & Sons, Inc.
  • Chierichetti, M., & Backer, P. (2021). Exploring Faculty Perspectives during Emergency Remote Teaching in Engineering at a Large Public University. Education Sciences, 11(8), 419. https://doi.org/10.3390/educsci11080419
  • Chlup, D. T., & Collins, T. E. (2010). Breaking the Ice: Using Ice-breakers and Re-energizers with Adult Learners. Adult Learning, 21(3–4), 34–39. https://doi.org/10.1177/104515951002100305
  • Clark, D. (2015). Icebreakers, Warm-up, Review, and Motivator Activities. 2022. http://www.nwlink.com/~donclark/leader/icebreak.html
  • Colvin, M. K. (Molly), Reesman, J., & Glen, T. (2022). The impact of COVID-19 related educational disruption on children and adolescents: An interim data summary and commentary on ten considerations for neuropsychological practice. The Clinical Neuropsychologist, 36(1), 45–71. https://doi.org/10.1080/13854046.2021.1970230
  • Cong, L. M. (2020). Successful Factors for Adoption of Synchronous Tools in Online Teaching at Scale. In Tertiary Education in a Time of Change (pp. 39–60). Springer Singapore. https://doi.org/10.1007/978-981-15-5883-2_4
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Web tools as e-icebreakers in online education

Year 2022, , 721 - 737, 30.09.2022
https://doi.org/10.31681/jetol.1084512

Abstract

The outbreak of Covid-19 has pushed almost all education-based institutions to migrate their available face-to-face teaching to online teaching. However, online education has posed challenges, especially for learners who are quiet and shy to speak and feeling hard to engage in the course content. At this point, turning Web 2.0 tools into icebreaker activities and incorporating them into online courses could help these students get motivated and develop active participation skills. This study took a selective and theoretical look into the literature about exploring potential Web 2.0 tools and prescribing how to use these tools as e icebreakers in hybrid or online courses. The findings highlighted many Web 2.0 tools and described how to utilize them in online learning platforms as e icebreakers. Suggestions about how to design Web 2.0 tool-involved e icebreakers are provided. The study has important implications for instructors striving to keep learners engaged in online or hybrid courses.

References

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  • Agusriana, C. F. (2021). Teachers’ perception on the use of ice breaking strategy in teaching and learning process [Bachelor of Education]. Fakultas Tarbiyah dan Keguruan.
  • Anderson, P. (2007). What is Web 2.0? Ideas, technologies and implications for education.
  • Atman Uslu, N., Yavuz, G. Ö., & Koçak Usluel, Y. (2022). A systematic review study on educational robotics and robots. Interactive Learning Environments, 1–25. https://doi.org/10.1080/10494820.2021.2023890
  • Augar, N., Raitman, R., & Zhou, W. (2004). Teaching and learning online with wikis. Beyond the Comfort Zone : Proceedings of the 21st ASCILITE Conference, December, 95–104. https://doi.org/10.4018/978-1-5225-0783-3.ch058
  • Augar, N., Raitman, R., & Zhou, W. (2005). Towards building web based learning communities with wikis. In P. Kommers & P. Isaias (Eds.), Proceedings of the IADIS International Conference Web Based Communities 2005 (Issues 23-25 February, pp. 207–214).
  • Avsheniuk, N., Seminikhyna, N., Svyrydiuk, T., & Lutsenko, O. (2021). ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine. Arab World English Journal, 1, 222–234. https://doi.org/10.24093/awej/covid.17
  • Baker, R. M., Leonard, M. E., & Milosavljevic, B. H. (2020). The Sudden Switch to Online Teaching of an Upper-Level Experimental Physical Chemistry Course: Challenges and Solutions. Journal of Chemical Education, 97(9), 3097–3101. https://doi.org/10.1021/acs.jchemed.0c00776
  • Baytekin, M. E., & Su-Bergil, A. (2021). The Role of Web2.0 and Social Media Tools in Foreign Language Learning. The Turkish Online Journal of Educational Technology, 20(2), 104–115.
  • Bell, M., & MacDougall, K. (2013). Adapting online learning for Canada’s Northern public health workforce. International Journal of Circumpolar Health, 72(1), 21345. https://doi.org/10.3402/ijch.v72i0.21345
  • Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. https://doi.org/10.1080/01587919.2018.1520041
  • Borup, J., & Evmenova, A. (2019). The Effectiveness of Professional Development in Overcoming Obstacles to Effective Online Instruction in a College of Education. Online Learning, 23(2), 1–20. https://doi.org/10.24059/olj.v23i2.1468
  • Bruner, J. S. (1964). The course of cognitive growth. American Psychologist, 19, 1–15.
  • Burhan, Z. (2017). Improving Students’ Motivation using Ice breaker in English : Learning at he First Grade of MTs Madani Alaudin Pao- pao. Alauddin State of Islamic University.
  • Bury, R., Martin, L., & Roberts, S. (2006). Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals. Health Information and Libraries Journal, 23(s1), 22–31. https://doi.org/10.1111/j.1471-1842.2006.00677.x
  • Carpenter, P., & Roberts, E. (2007). Going Wiki in Online Technology Education Courses: Promoting Online Learning and Service Learning through Wikis. Technology Education Journal, 9, 58–64.
  • Carson, M. (2014). Promoting a Community of Practice Online: How Important is Social Presence? (Carson_2014, P. 120: 0). In R. Ørngreen & K. T. Levinsen (Eds.), Proceedings of the 13th European Conference on e‐Learning ECEL‐2014 (Carson_2014, P. 1: 0) (pp. 98–105).
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  • Caskurlu, S., Richardson, J. C., Maeda, Y., & Kozan, K. (2021). The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis. Computers & Education, 165, 104111. https://doi.org/10.1016/j.compedu.2020.104111
  • Chen, J. (2012). 50 Digital Team-Building Games. ohn Wiley & Sons, Inc.
  • Chierichetti, M., & Backer, P. (2021). Exploring Faculty Perspectives during Emergency Remote Teaching in Engineering at a Large Public University. Education Sciences, 11(8), 419. https://doi.org/10.3390/educsci11080419
  • Chlup, D. T., & Collins, T. E. (2010). Breaking the Ice: Using Ice-breakers and Re-energizers with Adult Learners. Adult Learning, 21(3–4), 34–39. https://doi.org/10.1177/104515951002100305
  • Clark, D. (2015). Icebreakers, Warm-up, Review, and Motivator Activities. 2022. http://www.nwlink.com/~donclark/leader/icebreak.html
  • Colvin, M. K. (Molly), Reesman, J., & Glen, T. (2022). The impact of COVID-19 related educational disruption on children and adolescents: An interim data summary and commentary on ten considerations for neuropsychological practice. The Clinical Neuropsychologist, 36(1), 45–71. https://doi.org/10.1080/13854046.2021.1970230
  • Cong, L. M. (2020). Successful Factors for Adoption of Synchronous Tools in Online Teaching at Scale. In Tertiary Education in a Time of Change (pp. 39–60). Springer Singapore. https://doi.org/10.1007/978-981-15-5883-2_4
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There are 90 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Mustafa Şat 0000-0001-6522-3238

Fatih İlhan 0000-0002-0304-6018

Erman Yukselturk 0000-0003-0690-0010

Publication Date September 30, 2022
Published in Issue Year 2022

Cite

APA Şat, M., İlhan, F., & Yukselturk, E. (2022). Web tools as e-icebreakers in online education. Journal of Educational Technology and Online Learning, 5(3), 721-737. https://doi.org/10.31681/jetol.1084512


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