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Using facebook to support informal and social enquiry-based learning

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STADIO Higher Education
STADIO Higher Education

This document discusses using Facebook to enhance inquiry-based learning through expanding face-to-face learning conversations digitally. It suggests that Facebook can support three types of learning conversations: self-reflection through internal discussions, peer-to-peer collaboration by sharing and giving feedback on projects online, and student-tutor apprenticeships with quicker feedback and more open discussions between students and lecturers. Student responses indicate that Facebook has helped enhance their interactions with peers and lecturers by providing a digital classroom that blurs boundaries between academic and social engagement.

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the use of facebook to support enquiry-based learning Jolanda Morkel (morkelj@cput.ac.za @Jolanda_Morkel) HELTASA conference Stellenbosch 28 30 November 2012 To understand how the use of facebook might enhance the learning conversation by expanding the face to face studio beyond the physical environment. digital physical
learning conversations self REFLECTION peer to peer COLLABORATION student-tutor APPRENTICESHIP face to face conversation relies on using gestures/ drawing/ speech project-based studio learning Learning is the relationships between people Smith 2003 Students learn through various interactions mediated through drawing, speech and gestures, in a process known as the critique or crit (Lymer 2010). Knowledge is constructed, based on a range of conversations (Pask 1976 in Laurillard 2008, Laurillard 2009, 2012), dialogues (Osborne et al 2007) or arguments (Hasirici & Demirkan 2007) with themselves, their peers and educators.
self [internal] reflection (facebook) enhances students engagement in learning activities of an academic and social nature on-and off-campus, by blurring the boundaries between students academic and social lives Ivala and Gachago (2010). peer to peer [horizontal] collaboration And has it [facebook] also helped in your interaction with fellow students? STUDENT D2: Yes it has. No, yes definitely. It definitely has. STUDENT G1: I think a large part of it (is) ... interactivity... you can upload a project or like post an idea and then people in our class could in this like electronic environment give feedback on it. STUDENT A2: For me it feels like we are still in a class and we are interacting, ja. STUDENT B2: Its just a digital way. Digital classroom. student-tutor [vertical] apprenticeship Do you feel it [facebook] enhances the interactions with your Lecturer? STUDENTS: Yes. STUDENT G: Definitely. STUDENT C2: Yeah quick feedback thats what I like, thats where it comes in. STUDENT A2: Its just like an open discussion, they are open to... STUDENT C2: Its like they [the lecturers] stand with us. STUDENT C2: And I think this is actually like making us gain confidence in our work, because actually you know where you are heading to and what is required from you.
synchronous group critique using facebook: 90 min/ 190 utterances asynchronous social engagement using facebook

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Using facebook to support informal and social enquiry-based learning

  • 1. the use of facebook to support enquiry-based learning Jolanda Morkel (morkelj@cput.ac.za @Jolanda_Morkel) HELTASA conference Stellenbosch 28 30 November 2012 To understand how the use of facebook might enhance the learning conversation by expanding the face to face studio beyond the physical environment. digital physical
  • 2. learning conversations self REFLECTION peer to peer COLLABORATION student-tutor APPRENTICESHIP face to face conversation relies on using gestures/ drawing/ speech project-based studio learning Learning is the relationships between people Smith 2003 Students learn through various interactions mediated through drawing, speech and gestures, in a process known as the critique or crit (Lymer 2010). Knowledge is constructed, based on a range of conversations (Pask 1976 in Laurillard 2008, Laurillard 2009, 2012), dialogues (Osborne et al 2007) or arguments (Hasirici & Demirkan 2007) with themselves, their peers and educators.
  • 3. self [internal] reflection (facebook) enhances students engagement in learning activities of an academic and social nature on-and off-campus, by blurring the boundaries between students academic and social lives Ivala and Gachago (2010). peer to peer [horizontal] collaboration And has it [facebook] also helped in your interaction with fellow students? STUDENT D2: Yes it has. No, yes definitely. It definitely has. STUDENT G1: I think a large part of it (is) ... interactivity... you can upload a project or like post an idea and then people in our class could in this like electronic environment give feedback on it. STUDENT A2: For me it feels like we are still in a class and we are interacting, ja. STUDENT B2: Its just a digital way. Digital classroom. student-tutor [vertical] apprenticeship Do you feel it [facebook] enhances the interactions with your Lecturer? STUDENTS: Yes. STUDENT G: Definitely. STUDENT C2: Yeah quick feedback thats what I like, thats where it comes in. STUDENT A2: Its just like an open discussion, they are open to... STUDENT C2: Its like they [the lecturers] stand with us. STUDENT C2: And I think this is actually like making us gain confidence in our work, because actually you know where you are heading to and what is required from you.
  • 4. synchronous group critique using facebook: 90 min/ 190 utterances asynchronous social engagement using facebook