The Experts below are selected from a list of 54 Experts worldwide ranked by ideXlab platform

John W Patterson - One of the best experts on this subject based on the ideXlab platform.

  • integrating social networking technologies in education a case study of a Formal Learning Environment
    International Conference on Advanced Learning Technologies, 2008
    Co-Authors: Lori Lockyer, John W Patterson
    Abstract:

    The concept of Internet-facilitated social networking is not new - we have evidence of the development of the concept and the technologies over decades. However, Web 2.0 technologies and the emergence of social networking sites has expanded accessibility and use beyond levels that may have been thought imaginable just two or three years ago. These developments have been accompanied with calls to integrate the new technologies and experiences of social networks within Formal education. Yet, there is limited research on the potential or outcomes of such initiatives. This paper presents a case study that examines the technology and experience in a Formal education context.

Lori Lockyer - One of the best experts on this subject based on the ideXlab platform.

  • integrating social networking technologies in education a case study of a Formal Learning Environment
    International Conference on Advanced Learning Technologies, 2008
    Co-Authors: Lori Lockyer, John W Patterson
    Abstract:

    The concept of Internet-facilitated social networking is not new - we have evidence of the development of the concept and the technologies over decades. However, Web 2.0 technologies and the emergence of social networking sites has expanded accessibility and use beyond levels that may have been thought imaginable just two or three years ago. These developments have been accompanied with calls to integrate the new technologies and experiences of social networks within Formal education. Yet, there is limited research on the potential or outcomes of such initiatives. This paper presents a case study that examines the technology and experience in a Formal education context.

Michel Vandenbroeck - One of the best experts on this subject based on the ideXlab platform.

  • the in convenience of care in preschool education examining staff views on educare
    Early Years, 2018
    Co-Authors: Katrien Van Laere, Michel Vandenbroeck
    Abstract:

    AbstractIt is generally accepted that Early Childhood Education and Care should adopt a holistic view on education, in which education and care are inseparable concepts. Perspectives of staff members themselves are, however, often absent in these educare debates. We conducted six video-elicited focus groups with various preschool staff members (n = 69) in Flanders (Belgium), which is well known for its split system in which children between two and a half and four years old are confronted with the pivotal transition from an inFormal or Formal caring Environment (home or childcare service) to a Formal Learning Environment (preschool). With Maurice Hamington’s theory of embodied and performative care as a theoretical lens for this empirical study, we propose a new direction for pre- and in-service training, in which the use of emotions, embodied exchange and social responsibility has a central place.

Michalis Xenos - One of the best experts on this subject based on the ideXlab platform.

  • correlating Formal assessment with social network activity within a personal Learning Environment
    International Journal of Web-based Learning and Teaching Technologies, 2019
    Co-Authors: Eleni Koulocheri, Michalis Xenos
    Abstract:

    Social networks have undoubtedly penetrated into our daily life, in such a degree that educational life could not avoid this effect, as proven by the many education-oriented social networks that have emerged. The education-oriented social network Environment named HOU2LEARN, used by the Hellenic Open University, is one of these networks, providing a valuable source of data about students' networking behavior and their tensions. This article aims at contributing to the investigation of possible linkages between social network behavior and student performance as assessed within a Formal Learning Environment. The article is focused on analyzing data and performing statistical correlations from two consecutive and recent academic years in a computer science course, attempting to reach robust conclusions. Although the research question remains the same: Is there a relationship between grades and social activity within the social network? This article is supported by increased sampling and data, providing concrete and intriguing answers, thus setting the pillars for further research goals regarding contemporary and smart Learning Environments.

Rebecca Lynne Shisler - One of the best experts on this subject based on the ideXlab platform.

  • a hermeneutic phenomenological study on the perception of second language acquisition and personality type by adult second language learners in a Formal Learning Environment
    2016
    Co-Authors: Rebecca Lynne Shisler
    Abstract:

    The purpose of this hermeneutic phenomenological study was to describe the perceived experience of second language acquisition for adult second language learners in a Formal Learning Environment at the Community College of Virginia (a pseudonym) and to describe how these learners perceived that their personality type either enhanced or inhibited their experience of second language acquisition. All students who were enrolled in an introductory-level Spanish course at the Community College of Virginia were invited to complete a preliminary questionnaire to determine their initial eligibility for the study. Prospective participants who met the initial eligibility requirements of the study took the Myers-Briggs Type Indicator Complete questionnaire to determine their personality type. A purposeful sampling procedure was used to secure six participants, each with different personality types, for an in-depth study of their perceived experience of second language acquisition. The data were collected through semistructured interviews, open-ended journal entries, and semi-structured focus groups, and were analyzed using phenomenological reflection. The adult second language learners at the Community College of Virginia defined second language acquisition as the ability to comprehend and to produce comprehensibly in a variety of formats. These learners were apprehensive about their experience acquiring a second language, but they perceived that using their second language outside of the classroom had enhanced their experience. They also perceived that being outgoing, sociable, adaptable, and open had enhanced their experience.