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Wang Qiyun
- PublicationRestrictedA review of blended synchronous learning(2017)
273 24 - PublicationMetadata onlyTeaching and learning with social media(2021)
In this chapter, the term social media is used as a singular – through media is a plural form of medium – to refer to the type of online social platform that allows users to meet virtually or get in touch with one another through social activities such as sharing of photographs, updating of states, and taking part in conversations. Examples of social media platforms include Facebook, WhatsApp, YouTube, Twitter and LinkedIn. With the rapid development of information and communication technology (ICT), social media use has grown substantially over the years. According to the recent statistical result published on the Statistics Portal (2021), there are about 2.7 billion monthly active users of Facebook, 2.0 billion users of WhatsApp and 1.78 billion viewers of YouTube. Most of them belong to young adult age group, and many of them are primary or secondary school students.
Social media has become an indispensable part of our daily lives. Though it is initially designed for social interaction like sharing information and keeping in contact with others but not for educational purposes, it has great potential for teaching and learning because of its participatory nature and interactivity. This chapter describes the potential benefits and risks of using social media for teaching and learning. Three examples of using various social media platforms (i.e., Twitter, Facebook and YouTube) for teaching and learning are described. In addition, ways of using social media to support teaching and learning effectively are suggested for teachers.
27 - PublicationOpen AccessFuture learning with technologyWe are living in a VUCA (Volatility, Uncertainty, Complexity and Ambiguity) world. It is hard to predict what would happen in the future as no one knew how COVID-19 could affect our lives and school education a few years ago. Technologies are transforming teaching and learning in many ways. What will future learning look like? What are the technological tools learners will be using in the future? Researchers and educators believe that future learning incorporates the following features.
48 65 - PublicationOpen AccessInvestigating the period of switching roles in pair programming in a primary school(2017)
; 164 459 - PublicationOpen AccessVerifying causal relationships among the presences of the community of inquiry framework in the Chinese context(2017)
; 298 390 - PublicationOpen AccessSupporting beginning teachers' case–based learning in a technology-mediated learning environment(2010-12)
; The current challenge faced by most beginning teachers is the disparity between the theories of classroom management exposed to in pre-service, and the practices in complex and ill-structured classroom situations. Such a theory-practice gap has led to the need to re-examine the existing instructional approach used in teacher learning and helping them develop deep understanding and meaningful learning for teachers. This proposed study explores case-based learning and related areas, beginning teachers’ case-based learning for self-analysis, discussion and reflection. It also explores how technology can be used to support teachers' case-based learning. The affordances of technology and design of technology-mediated learning environment will also be presented.200 162 - PublicationOpen AccessThe affordances of weblogs and discussion forums for learning: A comparative analysis(2008)
; Woo, Huay LitThe rapid growth of technology has made online tools available for education. The ability to discern the characteristics of these tools and to use them appropriately for educational purposes has become increasingly critical. Weblogs and discussion forums are among those up-and-coming tools that have great potential in supporting learning. They have both common features and differences. They are therefore not to be used in the same way for maximum effectiveness. This article compares the affordances of weblogs and discussion forums by following an EST framework, one composed of three key components educational, social, and technological. It also discusses the implications that the affordances have on teaching and learning.177 137 - PublicationRestrictedInvestigating the affordances of Facebook for collaborative learning(Office of Education Research, National Institute of Education, Singapore, 2024)
; The aim of the study was to identify the pedagogical, social, and technological affordances of Facebook for teaching and learning, in particular for collaborative learning, and propose strategies for designing Facebook-mediated effective learning environments. The research questions are:
1. What are the pedagogical, social, and technological affordances of Facebook for collaborative learning?
2. How to design an effective Facebook-mediated learning environment for collaborative learning based on the identified affordances?7 42 - PublicationOpen AccessAn exploratory study on promoting students’ critical thinking by using weblogs(2008-06)
; Woo, Huay LitCritical thinking becomes an essential competency for people in the new information age. The purpose of this research is to investigate to what extent writing online reflections using weblogs can promote students’ critical thinking. This research is conducted in a secondary school. After completing 3 weblogs, a focus group interview was conducted to collect their feedback on the design and implementation of the research. The results showed that the students liked the way of writing online reflections. They attempted to make the weblogs interesting, convincing and logical. Also, they liked to view others’ reflections and to give comments. This paper presents the formative evaluation processes and results of the research.307 90