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Collaborative Learning Using Social Media Tools in a Blended Learning Course

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Hybrid Learning: Innovation in Educational Practices (ICHL 2015)

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 9167))

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Abstract

The concept of collaboration is rooted in social constructivist theories. With social theories as the theoretical base, collaborative learning is extended to online collaborative learning with the support of new technologies. In blended learning, students learn in collaborative situations using online tools to support inquiry and discovery learning. The Community of Inquiry (CoI) framework is a popular framework for blended learning from a socio-constructivist perspective where teaching, cognitive and social presence are required in collaborative constructivist learning. With the continued advances in technology, online collaborative learning via social media initiates new learning experiences. The purpose of this paper is to explore the student experience in collaborative learning using social media tools in a blended learning course. In this study, in-depth semi-structured interviews were conducted in a blended learning course. The results show the students engaged in learning through use of WhatsApp, Skype and Facebook to transfer, share and construct knowledge among peers in asynchronous and synchronous modes. Relationships of the collaboration with learning outcomes, engagement and other influential factors were also found. The collaboration was found to be initiated independently by the students and was a non-prescribed activity as it was not designed in the course nor instructed by the teachers. This study asserts that the element of autonomy could be considered in the Community of Inquiry in reflecting the learning experience without a teaching presence in blended learning.

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Acknowledgment

This paper reports the interim results of a doctoral research. This is to acknowledge the University of Nottingham, United Kingdom and the supervisors, Dr. Gordon Joyes and Prof. Charles Crook, of the Doctor of Education (Lifelong Education) programme to guide the research on blended learning. Their dedication in supporting and guiding the research is much appreciated.

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Authors and Affiliations

  1. School of Professional and Continuing Education, The University of Hong Kong, Pokfulam, Hong Kong

    Jeanne Lam

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  1. Jeanne Lam
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Correspondence to Jeanne Lam .

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Editors and Affiliations

  1. The Open University of Hong Kong, Hong Kong, China

    Simon K.S. Cheung

  2. City University of Hong Kong, Hong Kong, China

    Lam-for Kwok

  3. State University of New York at Oswego and Central China Normal University, Wuhan, China, Oswego, New York, USA

    Harrison Yang

  4. City University of Hong Kong and International Hybrid Learning Society, Hong Kong, China, Hong Kong, China

    Joseph Fong

  5. Caritas Institute of Higher Education, Hong Kong, China

    Reggie Kwan

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Lam, J. (2015). Collaborative Learning Using Social Media Tools in a Blended Learning Course. In: Cheung, S., Kwok, Lf., Yang, H., Fong, J., Kwan, R. (eds) Hybrid Learning: Innovation in Educational Practices. ICHL 2015. Lecture Notes in Computer Science(), vol 9167. Springer, Cham. https://doi.org/10.1007/978-3-319-20621-9_15

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  • DOI: https://doi.org/10.1007/978-3-319-20621-9_15

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-20620-2

  • Online ISBN: 978-3-319-20621-9

  • eBook Packages: Computer ScienceComputer Science (R0)

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