Web tools as e-icebreakers in online education

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.

Keywords

• Icebreakers
• Web 2.0 Tools
• Online Education
• Engagement

References

1. Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies. Education Sciences, 11(1), 24. https://doi.org/10.3390/educsci11010024
2. 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.
3. Anderson, P. (2007). What is Web 2.0? Ideas, technologies and implications for education.
4. 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
5. 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
6. 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).
7. 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
8. 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

9. 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.
10. 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
11. 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
12. 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
13. Bruner, J. S. (1964). The course of cognitive growth. American Psychologist, 19, 1–15.
14. 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.
15. 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
16. 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.
17. 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).
18. Caruana, M., & Camilleri, L. (2019). A Study On E-Learning in Small Online Discussion Groups and Experimental Design in Advanced Level Biology. Education and New Developments 2019, 1, 8–12. https://doi.org/10.36315/2019v1end002
19. 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
20. Chen, J. (2012). 50 Digital Team-Building Games. ohn Wiley & Sons, Inc.
21. 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
22. 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
23. Clark, D. (2015). Icebreakers, Warm-up, Review, and Motivator Activities. 2022. http://www.nwlink.com/~donclark/leader/icebreak.html
24. 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
25. 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
26. Conrad, D. (2002). Deep in the Hearts of Learners: Insights into the Nature of Online Community. International Journal of E-Learning & Distance Education / Revue Internationale Du E-Learning Et La Formation à Distance, 17(1), 1–9. https://www.ijede.ca/index.php/jde/article/view/133
27. Conrad, R.-M., & Donaldson, J. A. (2004). Engaging the Online Learner: Activities and Resources for Creative Instruction. Jossey-Bass .
28. Conrad, R.-Marie., & Donaldson, J. Ana. (2011). Engaging the online learner, updated : activities and resources for creative instruction. Jossey-Bass.
29. Coskun, A., & Cagiltay, K. (2021). Investigation of classroom management skills by using eye-tracking technology. Education and Information Technologies, 26(3), 2501–2522. https://doi.org/10.1007/s10639-020-10368-0
30. Damara, G. (2016). Students’ perception on the use of Kahoot! as an ice breaker in movie interpretation class. Sanata Dharma University.
31. Delmas, P. M. (2017). Using VoiceThread to Create Community in Online Learning. TechTrends, 61(6), 595–602. https://doi.org/10.1007/s11528-017-0195-z
32. Dixon, J. S., Crooks, H., & Henry, K. (2006). Breaking the ice : Supporting collaboration and the development of community online Theoretical Framework. Canadian Journal of Learning and Technology, 32(2).
33. Ferreira-Lopes, L., Elexpuru-Albizuri, I., & Bezanilla, M. J. (2021). Developing business students’ intercultural competence through intercultural virtual collaboration: a task sequence implementation. Journal of International Education in Business, 14(2), 338–360. https://doi.org/10.1108/JIEB-06-2020-0055
34. Feser, M. S., & Haak, I. (2022). Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects. Studies in Science Education, 1–34. https://doi.org/10.1080/03057267.2022.2108644
35. Gan, B., Menkhoff, T., & Smith, R. (2015). Enhancing students’ learning process through interactive digital media: New opportunities for collaborative learning. Computers in Human Behavior, 51, 652–663. https://doi.org/10.1016/j.chb.2014.12.048
36. Garrett Dikkers, A., Whiteside, A. L., & Lewis, S. (2013). Virtual high school teacher and student reactions to the social presence model. Journal of Interactive Online Learning, 12(3), 156–170.
37. Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923–6947. https://doi.org/10.1007/s10639-021-10523-1
38. Green, E. R., Hamarman, A. M., & McKee, R. W. (2015). Online sexuality education pedagogy: translating five in-person teaching methods to online learning environments. Sex Education, 15(1), 19–30. https://doi.org/10.1080/14681811.2014.942033
39. Güneş, G., & Toran, M. (2022). Challenges of COVID-19: Preschool Teachers’ Views and Experiences During the Quarantine. Yaşadıkça Eğitim, 36(1), 146–161. https://doi.org/10.33308/26674874.2022361367
40. Hench, T. L. (2012). Applying diffusion of innovation theory to the evolution of online teaching. In R. Pintó, V. López, & C. Simarro (Eds.), Learning Science in the Society of Computers: An International Conference (pp. 68–78). http://cblis2012.crecim.cat/
41. Henriksen, D., Creely, E., & Henderson, M. (2020). Folk Pedagogies for Teacher Transitions: Approaches to Synchronous Online Learning in the Wake of COVID-19. Journal of Technology and Teacher Education, 28(2), 201–209.
42. Holbert, R. M. G. (2015). Beginning with Bingo – An Icebreaker to Initiate Classroom Community. College Teaching, 63(4), 181–182. https://doi.org/10.1080/87567555.2015.1052723
43. Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. https://doi.org/10.1111/j.1365-2729.2010.00387.x
44. Kirby, C. S. (2020). Using share‐out grids in the online classroom: From icebreakers to amplifiers. Biochemistry and Molecular Biology Education, 48(5), 538–541. https://doi.org/10.1002/bmb.21451
45. Labbé, K., & O’Brien, J. (2021). Addressing the specific transition needs of diverse international students in online learning environments. International Teaching Online Symposium. https://scholar.uwindsor.ca/itos21/session1/session1/5/
46. Lam, L., Souza, R. de, Sutton, C., Oliveira, E. A., Currie, G., Hoult, R., Esfahani, L. M., Canny, L., Honig, C., & Buskes, G. (2021). Development of an online teaching-focused professional development program for junior teaching staff. Research in Engineering Education Symposium and the Australasian Association for Engineering Education Conference, 5-8 December.
47. Landay, S. D. (2011, March 10). Not Another Icebreaker! https://elearnmag.acm.org/archive.cfm?aid=1966301
48. Lee, L., & Markey, A. (2014). A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies. ReCALL, 26(3), 281–297. https://doi.org/10.1017/S0958344014000111
49. Leong, P. (2011). Role of social presence and cognitive absorption in online learning environments. Distance Education, 32(1), 5–28. https://doi.org/10.1080/01587919.2011.565495
50. Leslie, H. J. (2020). Trifecta of Student Engagement. Journal of Research in Innovative Teaching & Learning, 13(2), 149–173. https://doi.org/10.1108/JRIT-10-2018-0024
51. Ma, X., Fang, K., & Zhu, F. (2016). From Breakage to Icebreaker. Proceedings of the 2016 ACM Conference on Designing Interactive Systems, 403–414. https://doi.org/10.1145/2901790.2901800
52. Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
53. Martin, F., Kumar, S., Ritzhaupt, A. D., & Polly, D. (2023). Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities. The Internet and Higher Education, 56(September), 100879. https://doi.org/10.1016/j.iheduc.2022.100879
54. McGrath, N., Gregory, S., Farley, H., & Roberts, P. (2014). Tools of the trade: “Breaking the ice” with virtual tools in online learning. Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education, 470–474.
55. McMillan, D. W., & Chavis., D. M. (1986). Sense of Community: A Definition & Theory. Journal of Community Psychology, 14(1), 6–23.
56. Miller, M. K., & Mandryk, R. L. (2021). Meeting with Media: Comparing Synchronous Media Sharing and Icebreaker Questions in Initial Interactions via Video Chat. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2), 1–26. https://doi.org/10.1145/3479518
57. O’Dea, X. (2021). Providing Business school students with online social networking opportunities during remote learning. Journal of Learning Development in Higher Education, 22. https://doi.org/10.47408/jldhe.vi22.658
58. Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018). Development of Smartphone Application Based on the Theory of Planned Behaviour to Enhance Self-Efficacy for Online Learning. International Journal of Interactive Mobile Technologies (IJIM), 12(4), 135. https://doi.org/10.3991/ijim.v12i4.8715
59. Piaget, J. (2008). Intellectual Evolution from Adolescence to Adulthood. Human Development, 51(1), 40–47. https://doi.org/10.1159/000112531
60. Pratama, H., Maduretno, T. W., & Yusro, A. C. (2021). Online Learning Solution: Ice Breaking Application to Increase Student Motivation. Journal of Educational Science and Technology (EST), 7(1), 117–125. https://doi.org/10.26858/est.v7i1.19289
61. Preece, J. (2000). Online communities: Designing usability, supporting sociability. Wiley and Sons.
62. Reushle, S., & Mitchell, M. (2009). Sharing the journey of facilitator and learner: Online pedagogy in practice. Journal of Learning Design, 3(1), 10–20. https://doi.org/10.5204/jld.v3i1.45
63. Rolé, S. (2020). The Identification of Key Online Learning Dispositions of College Students Learning in A Blended Learning Course. European Journal of Teaching and Education, 2(3), 1–11. https://doi.org/10.33422/ejte.v2i3.492
64. Rollett, H., Lux, M., Strohmaier, M., Dosinger, G., & Tochtermann, K. (2007). The Web 2.0 way of learning with technologies. International Journal of Learning Technology, 3(1), 87. https://doi.org/10.1504/IJLT.2007.012368
65. Rovai, A. P. (2001). Building classroom community at a distance: A case study. Educational Technology Research and Development, 49(4), 33–48. https://doi.org/10.1007/BF02504946
66. Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319–332. https://doi.org/10.1016/S1096-7516(02)00130-6
67. Ruing, F. H., & Mardiani, M. (2021). The Implementation of CIA (Creative, Innovative and Active) Learning Approach as a Solution for the Monotonous of Online Learning System in the Covid-19 Pandemic Era. Proceedings of the First International Conference on Economics, Business and Social Humanities, ICONEBS 2020, November 4-5, 2020, Madiun, Indonesia. https://doi.org/10.4108/eai.4-11-2020.2304605
68. Schweiker, S. S., & Levonis, S. M. (2020). A quick guide to producing a virtual chemistry course for online education. Future Medicinal Chemistry, 12(14), 1289–1291. https://doi.org/10.4155/fmc-2020-0103
69. Shackelford, J. L., & Maxwell, M. (2012). Sense of Community in Graduate Online Education: Contribution of Learner to Learner Interaction. International Review of Research in Open and Distance Learning, 13(4), 228–249.
70. Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. John Wiley & Sons.
71. Sonia, G., Wijayatiningsih, T. D., Mulyadi, D., Ifadah, M., Aimah, S., Budiastuti, R. E., Prasetyanti, D. C., Setiawan, A., & Sriprasert, C. (2021). Indonesia Efl Students’ Enthusiasm on Learning Giving Advices Material Through Ice Breaker. The 12th International Conference on Lesson Study (ICLS-XII), 105–116. https://jurnal.unimus.ac.id/index.php/psn12012010/article/viewFile/8998/6033
72. Souabi, S., Retbi, A., Khalidi Idrissi, M. K. I., & Bennani, S. (2021). Recommendation Systems on E-Learning and Social Learning: A Systematic Review. Electronic Journal of E-Learning, 19(5), pp432-451. https://doi.org/10.34190/ejel.19.5.2482
73. Styani, W. A., Yusuf, M., & Fadhilah, S. S. (2017). The Role of Icebreaker in Learning Process for Student with Mild Mentally Retardation in SLB YPAC Semarang. International Journal of Recent Engineering Science (IJRES), 4(2), 38.
74. Sweller, J., Van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3), 251–296. https://doi.org/10.1023/A:1022193728205
75. Tam, J., Waring, T., Gelcich, S., Chan, K. M. A., & Satterfield, T. (2021). Measuring behavioral social learning in a conservation context: Chilean fishing communities. Conservation Science and Practice, 3(1). https://doi.org/10.1111/csp2.336
76. Tesch, R. (1990). Qualitative Research: Analysis types and software tools. Falmer Press.
77. Tunks, K. W. (2012). An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tools. Journal of Educators Online, 9(2).
78. Üstünbaş, Z., & İpek, Ö. F. (2021). Investigation of contemporary instruction modes in EFL teaching: blended learning & flipped classroom. RumeliDE Journal of Language and Literature Studies, 25, 987–998. https://doi.org/10.29000/rumelide.1037414
79. Val, A. B. S. (2022). Survey says-How to Engage Law Students in the Online Learning Environment. Journal of Legal Education. https://scholarship.law.pitt.edu/fac_articles/516
80. Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky (R. W. Rieber & A. Carton, Eds.). Plenum Press.
81. Walcott-Bedeau, G. (2022). A Pilot Study to Determine if Playing Music Before Class Enhanced the “Zoom” Online Learning Environment in a Preclinical Science Course. Medical Science Educator, 1–6. https://doi.org/10.1007/s40670-022-01596-9
82. Wang, M., Sierra, C., & Folger, T. (2003). Building a dynamic online learning community among adult learners. Educational Media International, 40(1–2), 49–62. https://doi.org/10.1080/0952398032000092116
83. Wise, A., Chang, J., Duffy, T., & del Valle, R. (2004). The Effects of Teacher Social Presence on Student Satisfaction, Engagement, and Learning. Journal of Educational Computing Research, 31(3), 247–271. https://doi.org/10.2190/V0LB-1M37-RNR8-Y2U1
84. Yang, J. C., Quadir, B., Chen, N.-S., & Miao, Q. (2016). Effects of online presence on learning performance in a blog-based online course. The Internet and Higher Education, 30, 11–20. https://doi.org/10.1016/j.iheduc.2016.04.002
85. Yeganehour, P. (2016). The Effect of Using Different Kinds of Ice- Breakers on Upper-Intermediate Language Learners’ Speaking Ability. The Journal of International Education Science, 6(3), 217–238.
86. Yeganehpour, P., & Takkaç, M. (2016). Using Ice-Breakers in Improving Every Factor Which Considered in Testing Learners Speaking Ability. International Journal on New Trends in Education and Their Implications, 7(1), 58–68. https://scholar.google.co.id
87. Yılmaz, H., & Özkaynak, E. (2012). İnternet Temelli Eğitimde Bir Motivasyon Aracı: Buz Kırıcılar. Akademik Bilişim Konferansı 2012 Bildiri Kitabı, 155–162.
88. Zenios, I. (2009). The impact of asynchronous (distance) e-icebreakers on adult face-to-face learning. 5th International Conference in Open & Distance Learning, 5(2A), 27–37. https://doi.org/10.12681/icodl.433
89. Zhang, Y. (2022). Implementation of Virtual Learning Community and Web 2.0 Technologies under COVID-19 Pandemic in High Education: Opportunities and Challenges. University of Windsor.
90. Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s Out, But Class’ On’, The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control As an Example. SSRN Electronic Journal, 4(2), 501–519. https://doi.org/10.2139/ssrn.3555520