Research Article
Year 2018,
Volume: 19 Issue: 1, 46 - 61, 01.01.2018
Abstract
References
- Amador, P., & Amador, J. (2014). Academic advising via Facebook: Examining student help seeking. The Internet and Higher Education, 21, 9–16. Augustsson, G. (2010). Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students. The Internet and Higher Education, 13(4), 197–205. Boyd, D. (2007). Social network sites: Public, private, or what? Knowledge Tree, 13. Retrieved from http://www.danah.org/papers/KnowledgeTree.pdf Brown, S. (2010). From VLEs to learning webs: The implications of Web 2.0 for learning and teaching. Interactive Learning Environments, 18(1), 1–10. Chen, H.R., Hwang, J.P., Wu, T.T., Huang, Y.M., & Hsueh, H.T. (2011). Assessment of implementing a digital game-based learning system over Facebook. Paper presented at the 11th IEEE International Conference on Advanced Learning Technologies, Athens, GA. Cohen, L., Manion, L. & Morrison, K.R.B. (2007). Research methods in education; 6th Edition. New York: Routledge. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. London: Sage Publication. Creswell, J. W. (1997). Qualitative inquiry and research design: Choosing among five approaches. London: Sage Publication.
Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program
Abstract
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
References
- Amador, P., & Amador, J. (2014). Academic advising via Facebook: Examining student help seeking. The Internet and Higher Education, 21, 9–16. Augustsson, G. (2010). Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students. The Internet and Higher Education, 13(4), 197–205. Boyd, D. (2007). Social network sites: Public, private, or what? Knowledge Tree, 13. Retrieved from http://www.danah.org/papers/KnowledgeTree.pdf Brown, S. (2010). From VLEs to learning webs: The implications of Web 2.0 for learning and teaching. Interactive Learning Environments, 18(1), 1–10. Chen, H.R., Hwang, J.P., Wu, T.T., Huang, Y.M., & Hsueh, H.T. (2011). Assessment of implementing a digital game-based learning system over Facebook. Paper presented at the 11th IEEE International Conference on Advanced Learning Technologies, Athens, GA. Cohen, L., Manion, L. & Morrison, K.R.B. (2007). Research methods in education; 6th Edition. New York: Routledge. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. London: Sage Publication. Creswell, J. W. (1997). Qualitative inquiry and research design: Choosing among five approaches. London: Sage Publication.
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Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | January 1, 2018 |
| Submission Date | April 11, 2017 |
| Published in Issue | Year 2018 Volume: 19 Issue: 1 |