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Scaffolding In Connectivist Mobile Learning Environment

Year 2013, Volume: 14 Issue: 2, 44 - 55, 01.06.2013

Abstract

Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: Ø to learn in a networked environment, Ø to manage their networked learning process, Ø to interact in a networked society, and Ø to use the tools belonging to the network society. The researcher described how Vygotsky's “scaffolding” concept, Berge’s “learner support” strategies, and Siemens’ “connectivism” approach can be used together to satisfy mobile learners’ needs. A connectivist mobile learning environment was designed for the research, and the research was executed as a mixed-method study. Data collection tools were Facebook wall entries, personal messages, chat records; Twitter, Diigo, blog entries; emails, mobile learning management system statistics, perceived learning survey and demographic information survey. Results showed that there were four major aspects of scaffolding in connectivist mobile learning environment as type of it, provider of it, and timing of it and strategies of it. Participants preferred mostly social scaffolding, and then preferred respectively, managerial, instructional and technical scaffolding. Social scaffolding was mostly provided by peers, and managerial scaffolding was mostly provided by instructor. Use of mobile devices increased the learner motivation and interest. Some participants stated that learning was more permanent by using mobile technologies. Social networks and mobile technologies made it easier to manage the learning process and expressed a positive impact on perceived learning.

References

  • Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the Field. Educational Technology, 35(1), 22-30.
  • Glesne, C., & Peshkin A. (1992) Becoming qualitative researchers, an introduction.
  • White Plains, NY: Longman. Kesim, M., & Ozan, O. (2010). Connectivist Scaffolding with Mobile Technologies. The International Symposium on Open and Distance Learning and International Council of
  • Educational Media 2010 Joint Conference and Media Days. Eskisehir: Anadolu University.
  • Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
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  • Francisco, CA: Jossey-Bass Publishers. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand
  • Oaks, CA: Sage Publications Ozan, O., & Kesim, M. (2013). Rethinking Scaffolding in Mobile Connectivist Learning
  • Environments. In Z. L. Berge, & L. Muilenburg (Eds.), Handbook of Mobile Learning. Routledge (IN PRESS) Siemens, G. (2005). Connectivism: A learning theory for the digital age. Journal of
  • Instructional Technology and Distance Learning, 2(1). Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.elearnspace.org
  • Tu, C.-H., Blocher, M., & Roberts, G. (2008, December). Constructs for Web 2.0 learning environments: A theatrical metaphor. Educational Media International, 45(4), 253-269.
  • Vygotsky, L. S. (1978). Mind in society. USA: Harvard University Press.
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  • Vitamins D-E-M-T-U Learning. Future-Learning 2010 International Conference. Istanbul.
Year 2013, Volume: 14 Issue: 2, 44 - 55, 01.06.2013

Abstract

References

  • Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the Field. Educational Technology, 35(1), 22-30.
  • Glesne, C., & Peshkin A. (1992) Becoming qualitative researchers, an introduction.
  • White Plains, NY: Longman. Kesim, M., & Ozan, O. (2010). Connectivist Scaffolding with Mobile Technologies. The International Symposium on Open and Distance Learning and International Council of
  • Educational Media 2010 Joint Conference and Media Days. Eskisehir: Anadolu University.
  • Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Merriam, S. B. (1988). Case study research in education: A qualitative approach. San
  • Francisco, CA: Jossey-Bass Publishers. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand
  • Oaks, CA: Sage Publications Ozan, O., & Kesim, M. (2013). Rethinking Scaffolding in Mobile Connectivist Learning
  • Environments. In Z. L. Berge, & L. Muilenburg (Eds.), Handbook of Mobile Learning. Routledge (IN PRESS) Siemens, G. (2005). Connectivism: A learning theory for the digital age. Journal of
  • Instructional Technology and Distance Learning, 2(1). Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.elearnspace.org
  • Tu, C.-H., Blocher, M., & Roberts, G. (2008, December). Constructs for Web 2.0 learning environments: A theatrical metaphor. Educational Media International, 45(4), 253-269.
  • Vygotsky, L. S. (1978). Mind in society. USA: Harvard University Press.
  • Yamamoto Telli , G., Ozan, O., & Demiray, U. (2010). Drugstore For Learners: Learning
  • Vitamins D-E-M-T-U Learning. Future-Learning 2010 International Conference. Istanbul.
There are 14 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ozlem Ozan This is me

Publication Date June 1, 2013
Submission Date February 27, 2015
Published in Issue Year 2013 Volume: 14 Issue: 2

Cite

APA Ozan, O. (2013). Scaffolding In Connectivist Mobile Learning Environment. Turkish Online Journal of Distance Education, 14(2), 44-55.