TEL Communities
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TEL Communities Definitions: Theoretical background relevant to technology facilitated social learning Research evidence: Systematic literature reviews on the theme of technology facilitated social learning |
Further key studiesMcKnight, K., O'Malley, K., Ruzic, R., Horsley, M.K., Franey, J.J. and Bassett, K., 2016. Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), pp.194-211. http://www.tandfonline.com/doi/abs/10.1080/15391523.2016.1175856 Szeto, E. and Cheng, A.Y., 2016. Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?. Interactive Learning Environments, 24(3), pp.487-503. http://www.tandfonline.com/doi/abs/10.1080/10494820.2014.881391 Ahmad, N.B. and Jumaat, N.F.B., 2016, May. Critical success factors to improve interactions in online social learning environment. In Information and Communication Technology (ICoICT), 2016 4th International Conference on (pp. 1-5). IEEE. http://ieeexplore.ieee.org/abstract/document/7571897/?reload=true Lin, X., Hu, X., Hu, Q. and Liu, Z., 2016. A social network analysis of teaching and research collaboration in a teachers' virtual learning community. British Journal of Educational Technology, 47(2), pp.302-319. http://onlinelibrary.wiley.com/doi/10.1111/bjet.12234/full Trust, T., 2016. New Model of Teacher Learning in an Online Network. Journal of Research on Technology in Education, 48(4), pp.290-305. McKnight, K., O'Malley, K., Ruzic, R., Horsley, M.K., Franey, J.J. and Bassett, K., 2016. Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), pp.194-211. Zhang, S., Liu, Q., Chen, W., Wang, Q. and Huang, Z., 2017. Interactive networks and social knowledge construction behavioral patterns in primary school teachers' online collaborative learning activities. Computers & Education, 104, pp.1-17. http://www.sciencedirect.com/science/article/pii/S036013151630197X Tsiotakis, P. and Jimoyiannis, A., 2016. Critical factors towards analysing teachers' presence in on-line learning communities. The Internet and Higher Education, 28, pp.45-58. http://www.sciencedirect.com/science/article/pii/S1096751615000603 Garner, R. and Rouse, E., 2016. Social presence–connecting pre-service teachers as learners using a blended learning model. Student Success, 7(1), pp.25-36. Kelly, N., Clarà, M., Kehrwald, B. and Danaher, P.A., 2016. Presence, Identity, and Learning in Online Learning Communities. In Online Learning Networks for Pre-Service and Early Career Teachers (pp. 43-56). Palgrave Macmillan UK. https://link.springer.com/chapter/10.1057/978-1-137-50302-2_5 Kurt, G., 2017. Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey. Journal of Educational Technology & Society, 20(1), p.211. Lee, E. and Hannafin, M.J., 2016. A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development, 64(4), pp.707-734. https://link.springer.com/article/10.1007/s11423-015-9422-5 Kent, C., Laslo, E. and Rafaeli, S., 2016. Interactivity in online discussions and learning outcomes. Computers & Education, 97, pp.116-128. Koohang, A., Paliszkiewicz, J., Gołuchowski, J. and Nord, J.H., 2016. Active Learning for Knowledge Construction in E-Learning: A Replication Study. Journal of Computer Information Systems, 56(3), pp.238-243. http://www.tandfonline.com/doi/abs/10.1080/08874417.2016.1153914 Taber, K.S., 2017. The Role of New Educational Technology in Teaching and Learning: A Constructivist Perspective on Digital Learning. In Handbook on Digital Learning for K-12 Schools (pp. 397-412). Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-319-33808-8_24 Barak, M., 2017. Science teacher education in the twenty-first century: a pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), pp.283-303. https://link.springer.com/article/10.1007/s11165-015-9501-y Matti, C., de Vicente López, J., Sargeantson, E., Burn, C. and Dahl, P.L.S., 2016, June. Practice-based Knowledge on System Innovation and Climate Change: a learning approach for practitioners through Active-Blended Format. https://www.ris.uu.nl/ws/files/22582552/WEB040716_POSTER_EDUCATION_A1.pdf |
