Use of Web 2.0 Technologies to Enhance Learning Experiences in Alternative School Settings

Autor/inn/en	Karahan, Engin; Roehrig, Gillian
Titel	Use of Web 2.0 Technologies to Enhance Learning Experiences in Alternative School Settings
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 4 (2016) 4, S.272-283 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Learning Experience; Web 2.0 Technologies; Nontraditional Education; Social Networks; Technology Integration; Student Motivation; Learner Engagement; Interpersonal Relationship; High School Students; Environmental Education; Blended Learning; Electronic Learning; Intervention; Participant Observation; Content Analysis; English Language Learners; Independent Study; Cooperative Learning; Attendance; Qualitative Research + Suchen Sie Ihr Suchwort? Lernerfahrung; Non-traditional education; Alternative Erziehung; Social network; Soziales Netzwerk; Schulische Motivation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teilnehmende Beobachtung; Inhaltsanalyse; Selbststudium; Kooperatives Lernen; Anwesenheit; Qualitative Forschung
Abstract	As the learning paradigms are shifting to include various forms of digital technologies such as synchronous, asynchronous, and interactive methods, social networking technologies have been introduced to the educational settings in order to increase the quality of learning environments. The literature suggests that effective application of these technologies in education can provide a means of addressing the lack of uptake and sharing of learning and teaching ideas and designs. This study investigated the effects of integrating social networking technologies on students' interaction, motivation, and engagement in an alternative learning school environment. Twenty-two 10th to 12th graders in an alternative school were recruited from their environmental science class to participate in this study. An online learning environment was designed to assist in-class instruction to promote student learning and engagement around the topic of climate change. Students' reflections that emerged from their interactions and posts on the social network indicated the relationship between the use of social networks and student motivation and engagement. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01