How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning

Lisbet Pals Svendsen, Margrethe Mondahl

    Research output: Contribution to journalConference article in journalResearchpeer-review

    Abstract

    Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e-Portfolios and other Social Networking Services and on the authors’ research on ICT and social media enhanced learning in the foreign language/intercultural learning high school and university environment.
    Design/methodology/approach – The paper discusses learning in general and didactic practices in the two sectors and how social media enhanced learning platforms challenge and motivate students in their learning processes.
    Findings – The paper provides examples from didactic experiments carried out at the Copenhagen Business School and in Danish high schools. The authors focus on the changing role of teachers from the traditional role of (almost) full teacher responsibility for classroom action to a coaching and facilitating role where students assume increasing responsibility for their learning and for classroom activities. The paper also discusses the transfer and application of experiences made on the basis of changing didactic practices and views the positive and less positive experiences.
    Originality/value – The paper shares work-in-progress experience in regard to the growing body of knowledge about the use of ICT in the twenty-first century classroom.
    Original languageEnglish
    JournalJournal of Applied Research in Higher Education
    Volume5
    Issue number2
    Pages (from-to)261 - 272
    ISSN1758-1184
    Publication statusPublished - 2013
    EventExploring Spaces for Learning 2013: International HETL Conference - Orlando, Florida, United States
    Duration: 13 Jan 201315 Jan 2013
    http://www.fctl.ucf.edu/hetl2013/

    Conference

    ConferenceExploring Spaces for Learning 2013
    CountryUnited States
    CityOrlando, Florida
    Period13/01/201315/01/2013
    Internet address

    Cite this

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    title = "How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning",
    abstract = "Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e-Portfolios and other Social Networking Services and on the authors’ research on ICT and social media enhanced learning in the foreign language/intercultural learning high school and university environment. Design/methodology/approach – The paper discusses learning in general and didactic practices in the two sectors and how social media enhanced learning platforms challenge and motivate students in their learning processes. Findings – The paper provides examples from didactic experiments carried out at the Copenhagen Business School and in Danish high schools. The authors focus on the changing role of teachers from the traditional role of (almost) full teacher responsibility for classroom action to a coaching and facilitating role where students assume increasing responsibility for their learning and for classroom activities. The paper also discusses the transfer and application of experiences made on the basis of changing didactic practices and views the positive and less positive experiences. Originality/value – The paper shares work-in-progress experience in regard to the growing body of knowledge about the use of ICT in the twenty-first century classroom.",
    author = "{Pals Svendsen}, Lisbet and Margrethe Mondahl",
    note = "Special Issue: Exploring Socially Mediated Spaces for Learning",
    year = "2013",
    language = "English",
    volume = "5",
    pages = "261 -- 272",
    journal = "Journal of Applied Research in Higher Education",
    issn = "1758-1184",
    publisher = "JAI Press",
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    }

    How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning. / Pals Svendsen, Lisbet; Mondahl, Margrethe.

    In: Journal of Applied Research in Higher Education, Vol. 5, No. 2, 2013, p. 261 - 272.

    Research output: Contribution to journalConference article in journalResearchpeer-review

    TY - GEN

    T1 - How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning

    AU - Pals Svendsen, Lisbet

    AU - Mondahl, Margrethe

    N1 - Special Issue: Exploring Socially Mediated Spaces for Learning

    PY - 2013

    Y1 - 2013

    N2 - Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e-Portfolios and other Social Networking Services and on the authors’ research on ICT and social media enhanced learning in the foreign language/intercultural learning high school and university environment. Design/methodology/approach – The paper discusses learning in general and didactic practices in the two sectors and how social media enhanced learning platforms challenge and motivate students in their learning processes. Findings – The paper provides examples from didactic experiments carried out at the Copenhagen Business School and in Danish high schools. The authors focus on the changing role of teachers from the traditional role of (almost) full teacher responsibility for classroom action to a coaching and facilitating role where students assume increasing responsibility for their learning and for classroom activities. The paper also discusses the transfer and application of experiences made on the basis of changing didactic practices and views the positive and less positive experiences. Originality/value – The paper shares work-in-progress experience in regard to the growing body of knowledge about the use of ICT in the twenty-first century classroom.

    AB - Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e-Portfolios and other Social Networking Services and on the authors’ research on ICT and social media enhanced learning in the foreign language/intercultural learning high school and university environment. Design/methodology/approach – The paper discusses learning in general and didactic practices in the two sectors and how social media enhanced learning platforms challenge and motivate students in their learning processes. Findings – The paper provides examples from didactic experiments carried out at the Copenhagen Business School and in Danish high schools. The authors focus on the changing role of teachers from the traditional role of (almost) full teacher responsibility for classroom action to a coaching and facilitating role where students assume increasing responsibility for their learning and for classroom activities. The paper also discusses the transfer and application of experiences made on the basis of changing didactic practices and views the positive and less positive experiences. Originality/value – The paper shares work-in-progress experience in regard to the growing body of knowledge about the use of ICT in the twenty-first century classroom.

    M3 - Conference article in journal

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    SP - 261

    EP - 272

    JO - Journal of Applied Research in Higher Education

    JF - Journal of Applied Research in Higher Education

    SN - 1758-1184

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    ER -