Volume 4, Issue 3 (September 2022)                   IEEPJ 2022, 4(3): 536-553 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Azad Disfani Z, Kareshki H, Amin Yazdi S A, Abdekhodaei M S. (2022). Electronic Social Networks and Social Constructive Learning: Designing and Verifying the Application of Virtual Social Networks in Collegiate face to face Education. IEEPJ. 4(3), 536-553. doi:10.52547/ieepj.4.3.536
URL: http://ieepj.hormozgan.ac.ir/article-1-306-en.html
1- Farhangian University, Mashhad, Iran
2- Ferdowsi University of Mashhad, Mashhad, Iran , kareshki@um.ac.ir
3- Ferdowsi University of Mashhad, Mashhad, Iran
Abstract:   (1103 Views)
The aim of this study is to design and validate a model in application of virtual social networks based on the social constructivism approach in collegiate face-to-face education. For this purpose, the mixed method was applied. Qualitative study was conducted with the aim of designing blended learning and using deductive content analysis method. In quantitative study, in order to determine the validity of blended learning plan, 6 experts were surveyed through a questionnaire survey method. In qualitative analysis, after the theoretical definition of each of the main concepts of research (components of education based on social constructivism, education based on virtual social networks and blended learning) referring to the scientific texts available in the period 2000-2018 and with the purposeful sampling method, 53 scientific texts including articles, books and dissertations were selected and studied. The results of this analysis consisted of 6 components of analysis, determination of educational goals and content, determination of educational tools and media, determination of educational elements for implementation, design of interaction and evaluation along with the elements of each of these components. Then, based on the existing educational design patterns, blended learning based on virtual social networks was designed with a social constructivism approach. The results of internal validation in the second study also demonstrated that the application pattern of virtual social networks based on the approach of social constructivism in collegiate face-to-face education has a good validity and suitable quality.
 
Full-Text [PDF 708 kb]   (222 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/05/4 | Accepted: 2021/12/4 | Published: 2022/09/1

References
1. Aghakasiri, Z., Abdollahi, M., & Taghizadeh, A. (2016). Teaching based on the constructivist design model of the e-learning environment. The 11th Conference on E-learning. Iran, Tehran: Payam Noor University.
2. Al-Qahtani, A. A.Y., & Higgins, S. E. (2013). Effects of traditional, blended and e-learning on students' achievement in higher education, Journal of Computer Assisted Learning, 29, 220-234. https://doi.org /10.1111/j.1365-2729.2012.00490.x [DOI:10.1111/j.1365-2729.2012.00490.x]
3. Björk, E., Ottosson, S., & Thorsteinsdottir, S. (2008). E-Learning for all. In: E-Learning: 21st Century Issues and Challenges, Eds: A.R. Lipshitz and S.P. Parsons Chapter 3, 49-70.
4. Brown, T.H. (2003). The role of m-learning in the future of e-learning in Africa, presentation at the 21 st ICDE world conference Hong Kong, June.
5. Carman, J. (2002). Blended learning design: Five key ingredients. Journal of Educational Technology & society. 3.
6. Catanzaro, M. (1988). Using qualitative analytical techniques. In Nursing Research; Theory and Practice (Woods P. & Catanzaro, M., eds), C.V. Mosby Company, New York, pp. 437-456.
7. Cheraghmollaei, L. (2014). Instructional Design based on virtual social networks and its impact on students' constructivist learning. PhD Thesis of Educational Psychology. Unpublished. Kharazmi University.
8. Choi, M. Y., & Han, T. I. (2015). A Comparison of Learning Effectiveness in Face to face versus Blended Learning of TOEIC. Journal of Digital Convergence, 13(10), 517-525. https:// doi.org /10. 14400 /JDC .2015.13.10.517. [DOI:10.14400/JDC.2015.13.10.517]
9. Demirer, V., & Sahin, I. (2013). Effect of blended learning environment on transfer of learning: an experimental study. Journal of Computer Assisted Learning, 29(6), 518-529. https:// doi.org /10.1111 /jcal.12009 [DOI:10.1111/jcal.12009]
10. Driscoll, M. (2002). Blended Learning: Let's get beyond the hype, Learning and Training Innovations News line. Retrieved Oct 5.
11. Ebrahimi, S., Karami, M., Ahanchian, M., & Mosannen, P. (2012). Applying Constructivism Theory to Web-Based Learning in Organizations: A Step towards Effective Human Resource Management. The Conference on Modern Management Sciences, Gorgan.
12. Ezzatzadeh, M., Rabie, A., Farhangi, A., & Soltanifar, M. (2016). Identifying and Ranking of Social Network Success in Their Educational Roles from View of Media Elites. Socio-Cultural Research Journal of Rahbord, 5(17), 95-112. Available: https://www.sid.ir /fa/journal/ View Paper .aspx?id= 270140.
13. Fardanesh, H. (2009). A Classification of Constructivist Instructional Design Models based on Learning and Teaching Approaches. Foundations of Education, 17(34), 5-22. Available: https://www.sid.ir /fa/ journal / ViewPaper.aspx? Id=96919.
14. Grabinger, S., Aplin, C., Ponnappa_Brenner, G. (2007). Instructional Design for sociocultural learning environment. Journal of instructional Science and technology, 10(1).
15. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk and C. R. Graham (Eds.), Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.
16. Herrington, J., & Oliver, R. (2000). An Instructional Design Framework for Authentic Learning Environments. Educational Technology Research and Development, 48 (3), 23-48. http://dx .doi. org/ 10.1007/BF02319856 [DOI:10.1007/BF02319856]
17. Jacobsen, W., & Forste, R. (2011). The wired generation: Academic and social outcomes of electronic media use among university students. Cyber Psychology, Behavior, and Social Networking.14 (5), 275-80. [DOI:10.1089/cyber.2010.0135]
18. Javadinia, A., Arfanian, M., Abedini, M., & Bijari, B. (2012). The impact of virtual social networks on the performance of students in Birjand University of Medical Sciences. Iranian Journal of Medical Education, 12(8), 597-606. http://ijme.mui.ac.ir/article-1-1994-fa.html
19. Javid, S., Sadri, R., Salarzahi, H., & Noroozi Cheshmeali, E. (2017). Negative Consequences of Misusing the Virtual Social Media with the Fuzzy Analytical Hierarchy Approach (Case Study: Sistan and Baloochestan University Student's View). Iranian Journal of Culture in the Islamic University, 7(23), 227-240. http://ciu.nahad.ir/article_441.html.
20. Jonassen, D. (1999). Activity theory as a framework for designing constructivist learning environments, ETR8-D, 46(1), 61-79. [DOI:10.1007/BF02299477.]
21. Kadivar, P. (2013). The Psychology of Learning from Theory to Practice. Tehran: SAMT
22. Kamar, N., & Ong'ondo, M. (2007). Challenge of M- learning on social change. Egerton University. Available at: http://www.vs. informatik, uni-ulm.de/DE/intra/bib/2007/IMCL/76_Final_paper.pdf.
23. Koohang, A. (2009). A learner-centered model for blended learning design. International Journal of Innovation and Learning, 6(1), 76-91. https://dx.doi.org/10.1504/IJIL.2009.021685. [DOI:10.1504/IJIL.2009.021685]
24. Krasnova, T. (2015). A paradigm shift: Blended learning integration in Russian higher education. Procedia-Social and Behavioral Sciences, 166, 399-403. http://earchive.tpu.ru/handle/11683/35420. [DOI:10.1016/j.sbspro.2014.12.543]
25. Lai, K. (1999). Teaching, Learning, and Professional Development: The Teacher Matters Most. In Lai, K. (Ed.). Networking: Teaching, Learning & Professional Development with the Internet. (pp. 7-24). New Zealand: Univ. of Otago Press.
26. Lebow, D. (1993). Constructivist Values for Instructional Systems Design: Five Principles toward a New Mindset. Educational Technology Research and Development, 3(41), 4-16. https://doi. org/ 10. 1007 / BF02297354 [DOI:10.1007/BF02297354]
27. Liu, C.C., Tao, S.Y., & Nee, J.N. (2008b). Bridging the gap between students and computers: supporting activity awareness for network collaborative learning with GSM network. Behavior & Information Technology, 27 (2), 127-137. [DOI:10.1080/01449290601054772.]
28. Macdonald, J. (2007). Blended learning and online tutoring. Planning Learner Support and Activity design.
29. Mayring, PH. (2000). Qualitative Content Analysis, Forum Qualitative Social Research, 1(2). https:// doi. org /10.17169/fqs-1.2.1089
30. Mohkamkar, I., & Hallaj, M. M. (2014). What are social networks looking for? North Khorasan police knowledge, 1(2), 87-108.
31. ON, Iloanusi., Ogechukwu, N. (2007). Blended Learning in High Schools and Tertiary Institutions, 19th Annual Conference on Distance Teaching and Learning, University of Nigeria.
32. Peters, K. (2007). M-learning Positioning Educators for a Mobile, Connected Future Reproduced with permission of Athabasca University Canada's Open University, Original published in the International Review on Research in Open and Distance Learning (IRRODL), 8(2). http:// dx.doi. org /10. 19173 /irrodl. v8i2.350 [DOI:10.19173/irrodl.v8i2.350]
33. Petty, N. J., Thomson, O. P., & Stew, G. (2012). Ready for a paradigm shift? Part 2: Introducing qualitative research methodologies and methods. Manual Therapy, 17, 378-384. https:// doi.org/ 10. 1016 /j. math. 2012.03.004 [DOI:10.1016/j.math.2012.03.004]
34. Saif, A. (2015). Modern Educational Psychology. Tehran: doran.
35. Sarmadi, M., Veisi Tabar, S. (2014). Designation of Web-based Learning Focusing on Constructivism Epistemology. TLR. 2014; 2 (4), 129-147. https://www.sid.ir/fa/journal.
36. Sponcil, M., & Gitimu, P. (2013). Use of social media by college students: Relationship to communication and self-concept. Journal of Technology Research, (4), 1-13. https:// www.aabri.com/html.
37. Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Infosight Institute. Retrieved from: http://1.usa.gov/1rU4Oq6.
38. Stollak, M., Vandenberg, A., Burklund, A., & Weiss, S. (2011). Editor getting social: The impact of social networking usage on grades among college students. Proceeding of the ASBBS Annual Conference; 2011 February 11; Las vegas, 18(1), 859-65.
39. Swoboda, A., & Feiler, L. (2016). Measuring the Effect of Blended Learning: Evidence from a Selective Liberal Arts College. The American Economic Review, 106(5), 368-372. http://dx .doi.org/10. 1257/aer.p 20161055. [DOI:10.1257/aer.p20161055]
40. Toofaninejad, E., Zaraii Zavaraki. E., Sharifi Daramadi, P., Dawson, S., Nili Ahmadabadi, M., & Delavar, A. (2018). Designing and Validating of Learning Environment Enriched by Virtual Social Network Instructional Model for Deaf and Hard of Hearing Students. Psychology of Exceptional Individuals, 8(29), 1-34. https://dx.doi.org/10.22054/jpe.2018.28895.1705.
41. Volvi, P. (2013). Constructivism, a New Approach to Education. Ahvaz: Shahid Chamran University.
42. Willis, J. (1995). A recursive, reflective instructional design model based on constructivist-interpretivist theory. Educational Technology, 35 (6), 5-23. http://www.jstor.org/stable/44428302.
43. Wills, J. (2009). Constructivist Instructional Design (C-ID), Foundations, Models and Examples; Library of congress cataloging-in-publication Data.
44. Yang, H. H., Zhu, S., & MacLeod, J. (2016). Collaborative Teaching Approaches: Extending Current Blended Learning Models. In International Conference on Blending Learning (pp. 49-59). Springer International Publishing. [DOI:10.1007/978-3-319-41165-1_5]
45. Zenger, A., & Uehlei, C. (2001). Why blended will win. Journal of Training & development, 55(2), 54-59.

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.