Online social media applications for constructivism and observational learning

Web 2.0 technologies have a range of possibilities for fostering constructivist learning and observational learning. This is due to the available applications which allow for synchronous and asynchronous interaction and the sharing of knowledge between users. Web 2.0 tools include online social med...

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Autor principal:	Lydia Mbati
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	Learning management systems online social media constructivism observational learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/a54b9d01f6d6460d9a163c8ed92525e9
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spelling	oai:doaj.org-article:a54b9d01f6d6460d9a163c8ed92525e92021-12-02T19:20:43ZOnline social media applications for constructivism and observational learning10.19173/irrodl.v14i5.15791492-3831https://doaj.org/article/a54b9d01f6d6460d9a163c8ed92525e92013-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1579https://doaj.org/toc/1492-3831 Web 2.0 technologies have a range of possibilities for fostering constructivist learning and observational learning. This is due to the available applications which allow for synchronous and asynchronous interaction and the sharing of knowledge between users. Web 2.0 tools include online social media applications which have potential pedagogical benefits. Despite these potential benefits, there is inadequate utilization of online social media applications in learning management systems for pedagogical purposes. Reasons cited for the limited uptake of online social media applications in learning management systems include the lack of consideration regarding the pedagogical benefits of these applications (Christie & Garrote-Jurado, 2009, pp. 273-279). There is limited information regarding experiences of the use of online social media that foster constructivist and observational learning. Using a qualitative meta-ethnographic approach, this article explores the experiences of students and instructors regarding online social media applications for constructivism and observational learning. Constructivist criteria (Baviskar, Hartle, & Whitney, 2009, pp. 543-544) and observational learning, based on Bandura’s (2001, pp. 265-299) social cognitive theory, formed the theoretical grounding for this research. The findings suggest that discussion forums are ideal for the stimulation of constructivism and observational learning in online learning programmes. Lydia MbatiAthabasca University PressarticleLearning management systemsonline social mediaconstructivismobservational learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 5 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Learning management systems online social media constructivism observational learning Special aspects of education LC8-6691
spellingShingle	Learning management systems online social media constructivism observational learning Special aspects of education LC8-6691 Lydia Mbati Online social media applications for constructivism and observational learning
description	Web 2.0 technologies have a range of possibilities for fostering constructivist learning and observational learning. This is due to the available applications which allow for synchronous and asynchronous interaction and the sharing of knowledge between users. Web 2.0 tools include online social media applications which have potential pedagogical benefits. Despite these potential benefits, there is inadequate utilization of online social media applications in learning management systems for pedagogical purposes. Reasons cited for the limited uptake of online social media applications in learning management systems include the lack of consideration regarding the pedagogical benefits of these applications (Christie & Garrote-Jurado, 2009, pp. 273-279). There is limited information regarding experiences of the use of online social media that foster constructivist and observational learning. Using a qualitative meta-ethnographic approach, this article explores the experiences of students and instructors regarding online social media applications for constructivism and observational learning. Constructivist criteria (Baviskar, Hartle, & Whitney, 2009, pp. 543-544) and observational learning, based on Bandura’s (2001, pp. 265-299) social cognitive theory, formed the theoretical grounding for this research. The findings suggest that discussion forums are ideal for the stimulation of constructivism and observational learning in online learning programmes.
format	article
author	Lydia Mbati
author_facet	Lydia Mbati
author_sort	Lydia Mbati
title	Online social media applications for constructivism and observational learning
title_short	Online social media applications for constructivism and observational learning
title_full	Online social media applications for constructivism and observational learning
title_fullStr	Online social media applications for constructivism and observational learning
title_full_unstemmed	Online social media applications for constructivism and observational learning
title_sort	online social media applications for constructivism and observational learning
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/a54b9d01f6d6460d9a163c8ed92525e9
work_keys_str_mv	AT lydiambati onlinesocialmediaapplicationsforconstructivismandobservationallearning
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Online social media applications for constructivism and observational learning

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