Abstract
Social computing software and online tools are gaining credence in teaching and learning spaces, including higher education contexts. However, the adoption of social computing software does not automatically translate into effective teaching and learning if students’ views and needs are not considered along with course learning outcomes. Thus, this study was conducted to explore students’ perspectives and preferences for social computing software and online tools in a university elective course. We employed quantitative and qualitative approaches to understand students’ shared and nuanced thoughts about social computing applications in the study. A questionnaire with quantitative and open-ended qualitative questions was used to collect data. Data were analyzed using descriptive statistics and an inductive thematic analysis approach. Our findings indicated mixed students’ viewpoints, with some tools reported as highly beneficial while others were less beneficial. For instance, students valued asynchronous sessions, assignment feedback, online discussion, videos, and gamification but reported less interest in phones, journals, icons, and blogs. Students’ specializations also appeared to influence their choice of tools. Those from Arts, Humanities, and Social Sciences expressed a slightly different preference than their comparts from Medicine and Health Sciences. Drawing on the findings, we discuss the implications for effective teaching and learning using social computing software, focusing on essential stakeholders. For instance, instructors must regularly conduct diagnostic feedback to determine appropriate tools that can effectively customize students’ learning.
Publisher
Public Library of Science (PLoS)
Reference40 articles.
1. The Reciprocal and Correlative Relationship Between Learning Culture and Online Education: A Case from Saudi Arabia;A.K. Hamdan;International Review of Research in Open and Distributed Learning,2014
2. Understanding Issues Affecting Students’ Commitment to Online Discussion Forums in Undergraduate Courses;S.A. Aderibigbe;International Journal of Interactive Mobile Technologies,2021
3. Personalized assessment model for alphabets learning with learning objects in e-learning environment for dyslexia;S. Bhavana;Journal of King Saud University—Computer and Information Sciences,2020
4. Can online discussions facilitate deep learning for students in General Education?;S.A. Aderibigbe;Heliyon,2021
5. Teachers’ Self-efficacy for Using Information and Communication Technology: The Interaction Effect of Gender and Age;J. Šabić;Informatics in Education,2022
Cited by
7 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献