How social media facilitate learning communities and peer groups around MOOCS

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68407700%3A21260%2F15%3A00310212" target="_blank" >RIV/68407700:21260/15:00310212 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.4018/ijhcitp.2015010101" target="_blank" >http://dx.doi.org/10.4018/ijhcitp.2015010101</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4018/ijhcitp.2015010101" target="_blank" >10.4018/ijhcitp.2015010101</a>

Jazyk výsledku

angličtina

Název v původním jazyce

How social media facilitate learning communities and peer groups around MOOCS

Popis výsledku v původním jazyce

Social media enable the development of new didactical models underlying MOOCs. Individual learning will be complemented by group learning. Students are connected by and cooperate via a social network of study friends for example via Facebook or Twitter. They inform each other about to be expected study activities, learning experiences, cooperate in study activities and take the role of tutor or model for other students. In this paper the authors present next to the didactical model a matching algorithm to create peer groups to perform group work. In distant learning students are remote in place and time. Social media can provide a virtual meeting place. So the question is how to select your friends to cooperate successfully in study activities. They will describe a tool, which recommends best matching students, taking care of abilities and personal characteristics of students and requirements set by the lecturers in such a way that balanced groups are created. Students make a selection from the offer. Special Apps have to be downloaded on phones or computer devices to connect the teaching-learning environment.

Název v anglickém jazyce

How social media facilitate learning communities and peer groups around MOOCS

Popis výsledku anglicky

Social media enable the development of new didactical models underlying MOOCs. Individual learning will be complemented by group learning. Students are connected by and cooperate via a social network of study friends for example via Facebook or Twitter. They inform each other about to be expected study activities, learning experiences, cooperate in study activities and take the role of tutor or model for other students. In this paper the authors present next to the didactical model a matching algorithm to create peer groups to perform group work. In distant learning students are remote in place and time. Social media can provide a virtual meeting place. So the question is how to select your friends to cooperate successfully in study activities. They will describe a tool, which recommends best matching students, taking care of abilities and personal characteristics of students and requirements set by the lecturers in such a way that balanced groups are created. Students make a selection from the offer. Special Apps have to be downloaded on phones or computer devices to connect the teaching-learning environment.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

BD - Teorie informace

OECD FORD obor

—

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Human Capital and Information Technology Professionals

ISSN

1947-3478

e-ISSN

—

Svazek periodika

6

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

13

Strana od-do

1-13

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-84924404880