Abstract
<p>Web 2.0 technologies have a range of possibilities for fostering constructivist learning and observational learning. This is due to the available applications which allow for synchronous and asynchronous interaction and the sharing of knowledge between users. Web 2.0 tools include online social media applications which have potential pedagogical benefits. Despite these potential benefits, there is inadequate utilization of online social media applications in learning management systems for pedagogical purposes. Reasons cited for the limited uptake of online social media applications in learning management systems include the lack of consideration regarding the pedagogical benefits of these applications (Christie &amp; Garrote-Jurado, 2009, pp. 273-279). There is limited information regarding experiences of the use of online social media that foster constructivist and observational learning. Using a qualitative meta-ethnographic approach, this article explores the experiences of students and instructors regarding online social media applications for constructivism and observational learning. Constructivist criteria (Baviskar, Hartle, &amp; Whitney, 2009, pp. 543-544) and observational learning, based on Bandura’s (2001, pp. 265-299) social cognitive theory, formed the theoretical grounding for this research. The findings suggest that discussion forums are ideal for the stimulation of constructivism and observational learning in online learning programmes. </p>
Highlights
Online social media usage has grown exponentially over the last decade
With the large number of applications available in learning management systems (LMS), it is sound for instructional designers, instructors, and institutional information technology (IT) departments to invest in those tools and applications that foster constructivist learning and observational learning
This research indicated that discussion boards and online blogs have the potential to contribute to aspects of constructivist and observational learning
Summary
Online social media usage has grown exponentially over the last decade. This growth has been driven by the Web 2.0 concept, which allows for the creation and sharing of user generated content (Hershey, 2010, p. 196). In spite of the potential pedagogical benefits offered by online social media applications, there is a general lack of uptake of learning management systems for pedagogical use by online instructors In this regard, a meta-ethnographic study was conducted to explore the experiences of lecturers and students regarding online applications found in learning management systems. This article concludes by presenting recommendations, based on the findings, regarding online applications that foster constructivism and observational learning These recommendations may assist institutional IT departments and online instructors as they make choices regarding the selection, management, and use of online social media in institutional LMS. While the studies cited have addressed pedagogical affordances of various applications, there is a need for aligning these affordances to learning theories and typologies It is against this backdrop that a meta-ethnographic study was conducted to explore the experiences of online students and instructors regarding online social media and learning. The pedagogical benefits the study sought to explore were aligned to the criteria for constructivist and observational learning
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