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University Enhancement System using a Social Networking Approach: Extending E-learning
Abstract
The proliferation of e-leaming systems in both learning institutions and companies has contributed a lot to the acquisition and application of new skills. With the growth in technology, especially the internet, e-learning systems are only getting better and having more impact on the users. This paper suggests an approach to e-learning that emphasizes active and open collaboration, and also the integration of other services that aid or contribute to the learning process. This approach aims at having an extended and enhanced learning environment that is tied or connected to other systems within the immediate environment or otherwise. We illustrate the possibility and usability of such system in a university, such that other important administrative systems are integrated into the e-learning system, and collaboration is open to both academic and non-academic personnel’s.
This paper analyses e-learning resources in the National Open University of Nigeria (NOUN) using Abeokuta study center. Survey research method was adopted for this study. A questionnaire was designed and used to collect data for this study. A sample of 150 respondents was randomly selected from the final year students in the six schools of the University. It was limited to 500 level students who had used the electronic connectivity for e-learning and could attest to the functionality of the facilities. The finding indicates that the majority of the respondents affirmed that e-learning resources were available for use, accessible, used for their class assignments and to search for information that are germane to their academic work. The study reported irregularity in power supply and constant breaking down of the server. Recommendation was made that competent computer operator’s engineers and analyst should be employed for proper maintenance of equipment for efficient service delivery. The paper was analyzed using means, standard deviation and descriptive percentages.
Social Network Sites
(SNS) offer several benefits for all groups of people, particularly students. Based on previous studies, it is considered that studies on the usage of SNS among students in Malaysia are still limited. Therefore, the main purpose of this study is to investigate the Positive
Effects (Advantages) and Negative Effects
(Disadvantages) of SNS in order to help students to take full advantages of such tools. Moreover, this study seeks to help students in avoiding its negative effects. This study conducted an online survey through Facebook and E-mail consisting of 55 questions among students from a public university in the southern region of peninsular Malaysia. The total number of respondents is one hundred and nine students. Factor analysis in this study identified three categories of SNS positive effects such as information seeking
, social presence
, and academic and social activities fulfilment; also four categories of SNS negative effects such as negative feelings, reduction of cognitive development, social isolation
, and security concerns
. The outcomes of this study expect to be a starting point intended for instructors to be aware of the positive and negative effects
of SNS before engaging students in using SNS for teaching and learning activities.
This paper discusses the challenges of developing modes of distance education that afford maximum freedom for learners—including the ability to enroll continuously and to pace one's own learning—and yet still create opportunities to work cooperatively in learning communities with other students. To resolve these often conflicting priorities, a new genre of networked-based learning tools known as educational social software is defined, described and its attributes discussed. The paper concludes with a description of the design-based research work begun at Athabasca University using an instance of the ELGG open source, social software tool set. In this paper I overview the critical role of interaction and social presence in all forms of formal education, including those delivered at a distance. I then discuss definitions and features of a new genre of web-based tools known as educational social software. These tools have application for both on campus and off campus educational provision, but my focus is on distance education and specific use in self-paced, continuous enrolment courses. Finally, I briefly discuss the Open Source social software tool, ELGG, and our plans for deploying it with both cohort-based and self- paced continuous enrolment courses at Athabasca University - Canada's Open University.
The article describes the concept of learner-orientated quality development. Learner quality concepts are introduced as the reference point for negotiation processes between the stakeholders in a quality development process. The idea is that learner-orientated quality development is a necessity rather than an option if quality development is aimed at having an impact on the learning process. Quality development always has to be a connection of processes and procedures with values and normative decisions. Every facilitator, guiding a group of learners, needs a normative decision concept, such as a didactical theory, to have a sound basis for his or her activities. Quality development, which is relevant for educational processes, can therefore be described as the sum of all activities and efforts carried out in order to improve the learning process. The emphasis of the educational process indicates at this point already that it is not possible to certify such a learning process orientated quality. It can be perceived only when the actual educational process takes place and is always a co-production between the learner and the learning environment. In recent quality debates, it is an oft-made mistake to assess educational environments isolated from the educational processes and not to take into account the target groups and other stakeholders within the environment. Since quality is not a given, stable characteristic of an educational environment but evolves only from the relation between the learner and the learning environment, quality can be perceived and assessed only in the actual context. Also, there is no means of defining quality criteria, which define quality apart from a concrete educational context.
This article reviews the development process of the pedagogical vision and model of iClass,1 a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results. The iClass model has been developed as a direct response and corrective to the changing needs of both educators and students in this postmodern/ digital era. In today�s global economy and labor market scenario, iClass emphasizes the importance of personalized learning to reach Europe�s educational goals (as stated in the Lisbon�s Objective of 2000), as well as for personal well-being. Among the basic questions confronting the development of iClass, the model we present underscores the importance of issues such as the decline of rational, strategic and mindful thought processes by insisting on the need for developing self-regulated reflective learners who are able to make informed choices and plan their learning process according to their own needs, interests and preferences. By developing adequate tracking, profiling and matching capabilities, ICT can materialize the dream of several generations of educators and thinkers. In this paper we argue that the development of a system geared towards the personalization of learning must be accompanied by the development of a set of pedagogical methodologies on three levels. However, since the realization of the SRPL goals in European schools depends to a large extent on the usability of the pedagogical methodologies, the major effort for future development based on SRPL will have to focus on refining and further operationalizing them based on the evaluation of pilot experiments with teachers in schools. Este artículo analiza el proceso de desarrollo de la visión pedagógica y el modelo iClass, un proyecto de aprendizaje personalizado autorregulado (SRPL, Self-Regulated Personalized Learning) orientado al desarrollo de un sistema innovador adaptado a las necesidades de las personas. La metodología conceptual que guió este proceso es única en su intento de estructurar el desarrollo para alcanzar resultados pedagógicos coherentes. El modelo iClass se ha desarrollado como respuesta directa y correctora a las necesidades cambiantes tanto de los educadores como de los estudiantes en esta era digital posmoderna. En el escenario actual de un mercado laboral y una economía globalizados, iClass subraya la importancia del aprendizaje personalizado para alcanzar los objetivos educativos de Europa (tal como se establece en el objetivo de Lisboa de 2000), así como por razones de bienestar personal. Entre las cuestiones básicas a las que se enfrenta el desarrollo de iClass, el modelo que presentamos subraya la importancia de aspectos como el declive de procesos racionales, estratégicos y deliberados. También insiste en la necesidad de formar estudiantes reflexivos autorregulados, capaces de tomar decisiones informadas y planificar su proceso de aprendizaje de acuerdo con sus propias necesidades, intereses y preferencias. Al desarrollar capacidades adecuadas de seguimiento, de perfil y de correspondencia, las TIC pueden hacer realidad el sueño de varias generaciones de educadores y pensadores. En este artículo sostenemos que el desarrollo de un sistema orientado hacia la personalización del aprendizaje debe ir acompañado del desarrollo de una serie de metodologías pedagógicas a tres niveles. Sin embargo, dado que la realización de los objetivos del SRPL en los centros escolares europeos depende en gran medida de la facilidad de uso de las metodologías pedagógicas, el principal esfuerzo para el desarrollo futuro basado en el SPRL deberá centrarse en su perfeccionamiento y en reforzar su operatividad a partir de la evaluación de experimentos piloto con profesores en los centros escolares.
The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.
Summary The irruption of the Web 2.0 internet in universities does not modify only learning models - organizative models are also challenged, creating important fears among the managers of the institutions. Teachers, researchers and students started some years ago to use social software tools, but in few cases these experiences have allowed any scaling from the individual to the institutional level. The promises and potential of Web 2.0 in universities need an adequate strategy for their development which has to confront the bottlenecks and fears common in these institutions, which could explain the lack of adaptation. Some of the bottlenecks highlighted in this paper are: a) the rejection by the users, personnel and students, b) the lack of an incentive system, c) the available pre-web 2.0 technology, and d) universities show in some cases a culture of aversion to innovation and entrepreneurship. The adoption of a Web 2.0 approach to learning in universities is a complex process confronting important technological, managerial and human barriers. For these reasons, the design of a set of objectives and a strategy accepted and promoted by the managers, especially those in charge of knowledge management, is absolutely needed. This first step requires in many cases radical cultural changes for people used to work and make decisions in a different scenario. The introduction for the Web 2.0 approach to learning in universities must be done through an adaptive strategy, one that may be designed integrating previous experiences of educational, research and business organizations.
This paper was the first initiative to try to define Web2.0 and understand its implications for the next generation of software, looking at both design patterns and business modes. Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an "architecture of participation," and going beyond the page metaphor of Web 1.0 to deliver rich user experiences.
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