Can a Social Networking Site Support Afterschool Group Learning of Mandarin?

Autor/inn/en	Yang, Yang; Crook, Charles; O'Malley, Claire
Titel	Can a Social Networking Site Support Afterschool Group Learning of Mandarin?
Quelle	In: Learning, Media and Technology, 39 (2014) 3, S.267-282 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2013.839564
Schlagwörter	Social Networks; After School Programs; Second Language Learning; Mandarin Chinese; Extracurricular Activities; Communities of Practice; Case Studies; Educational Strategies; Electronic Learning; Student Motivation; Foreign Countries; Grade 9; Grade 10; Grade 11; High Schools; High School Students; Secondary Education; Outcomes of Education; Learning Processes; Cognitive Style; Competence; Interpersonal Relationship; Mixed Methods Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Zweitsprachenerwerb; Außerunterrichtliche Aktivität; Community; Case study; Fallstudie; Case Study; Lehrstrategie; Schulische Motivation; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Sekundarbereich; Lernleistung; Schulerfolg; Learning process; Lernprozess; Cognitive styles; Kognitiver Stil; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Schools are often encouraged to facilitate extra-curricular learning within their own premises. This study addresses the potential of social networking sites (SNS) for supporting such out-of-class study. Given concerns that learning on these sites may happen at a surface level, we adopted self-determination theory for designing a social networking experience that aspired to offer a "community of inquiry". A case study of a Mandarin class is reported, in which seven children voluntarily attended afterschool lessons and used a SNS for 12 weeks. Pedagogical strategies to create a sense of relatedness and competence and to offer autonomy support were used in order to steer their informal communication and exploration towards deep and meaningful learning. Our findings show that the online social networking activities are not used simply to extend formal lessons to informal online environment, instead they open up opportunities for students to benefit from informal exploration and thus enrich their experience of learning about the subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10