SOCIAL MEDIA AND SOCIAL CAPITAL IN ONLINE LEARNING.
Online learning inherently affords collaborative learning opportunities for participating students. Open distance learning (ODL) institutions typically accommodate students from diverse educational backgrounds with disparate levels of access to technological resources. The mere existence of an onlin...
| Published in: | South African Journal of Higher Education Vol. 33; no. 3; pp. 241 - 258 |
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| Format: | Article |
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Sabinet Online Limited
2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=138263685&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 138263685 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2019 vid: 33 iid: 3 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 138263685 10.20853/33-3-3105 ppf: 241 ppct: 17 formats: tig: atl: SOCIAL MEDIA AND SOCIAL CAPITAL IN ONLINE LEARNING. aug: au: Venter, A. affil: University of Johannesburg, South Africa su: Social media in education Distance education Social capital Collaborative learning Computer assisted instruction Group work in education sug: subj: Social media in education Distance education Social capital Collaborative learning Computer assisted instruction Group work in education keyword: bonding social capital bridging social capital collaborative learning online learning Personal Learning Environment ab: Online learning inherently affords collaborative learning opportunities for participating students. Open distance learning (ODL) institutions typically accommodate students from diverse educational backgrounds with disparate levels of access to technological resources. The mere existence of an online learning platform does not necessarily equate to student access to collaborative learning opportunities. A qualitative study investigated how diverse students in an online learning module collaborated with peers in furthering their learning project at a large ODL university. It emerges that students engage in various formal and informal collaborative learning activities which constitute the creation of personal learning environments (PLEs). PLEs demonstrate the role of student agency as students coordinate their options. Social capital theory shows how different types of social ties in PLEs provide for bonding and bridging social capital; the combination of which serves the learning project by providing for both strong ties in supportive relationships between students and weak ties with knowledge generation capabilities between previously unacquainted students. The results can assist online learning practitioners who wish to promote beneficial collaborative learning opportunities among their students. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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