Welcome to Collaborative Talk
In the past years, its becoming clearer to see students who engage in reinforcement learning can solve difficult problems on their own. Students begin with generalizing between tasks, using their prior experience to picking up new skills more quickly. This is becoming the new benchmark. This presents a unique opportunity for students to learn how to explore on some levels and transfer this ability to other levels. Social Media has reached new popularity heights with the new waves of technology. Factors such as increased access, simpler technical requirements, and lower production costs, new apps continue to be introduced, becoming more attractive teaching and learning tools. Society now communicates through video, whether its Skype, Facebook, or YouTube. These Social media tools has piqued the students' interest and has generated more enthusiasm than the traditional printed books or in the hands-on learning process. All learners can now benefit from the use of video apps as they incorporate both sight and sound into what could have been considered a mundane lesson. Teachers believe that students are making connections between topics across curriculums, and globally in the outside world. Enjoy the video's below! |
|
|
|
|
Video in the Classroom |
Students More Highly Engaged |
According to a study by Emily Cruse in 2011, who published the article,
"Using Educational Video in the classroom individuals are more likely to remember 50 percent of what both see and hear, 30 percent visuals, 20 percent auditory information, and only 10 percent of what they read." Cruse, E. (2006). Using educational video in the classroom: Theory, research and practice. Library Video Company, 12(4), 56-80. Result show that: perceived benefit, active learning, and interaction with students are significantly related to social media collaboration. However, perceived ease of use and perceived usefulness have an insignificant effect on social media collaborative learning. Additionally, students' academic self efficacy significantly lessens the relationship between social media collaboration and learning performance.
|
Students are highly engaged on social networking sites, and these sites are used to communicate with existing friendship groups and develop virtual friendships. Frequent online communication with best friends (b = .340, p < .001) and bigger friendship groups (b = .397; p < .001) was associated with higher levels of well-being. However, the frequency of online contact with virtual friends made online negative and significantly associated with well-being (b = -.760; p < .001), with a larger negative association for girls than boys.
Statistics show that 96%
|
Without question, this generation truly is the media generation, devoting more than a quarter of each day to media. As media devices become increasingly portable, and as they spread even further through young people’s environments— from their schools to their homes —media messages will have a wall-to-wall presence in an already media-saturated world.
Bibliography
- Allcott, H., Braghieri, L., Eichmeyer, S., & Gentzkow, M. (2019). The welfare effects of social media. SSRN Electronic Journal. https://doi.org/10.3386/w25514
- Anthony, R.E., Young, H., Hewitt, G., Sloan, L.S., Moore, G.F., Murphy, S., & Cook, S. (2022). Young people's online communication and its association with mental well-being: results from the 2019 student health and well-being survey. Child and adolescent mental health.
- Boers, E., Afzali, M.H., Newton, N., & Conrod, P. (2019). Association of screen time and depression in adolescence. JAMA Pediatrics. https://doi.org/10.1001/jamapediatrics.2019.1759
- CHI EA '04: CHI '04 Extended Abstracts on Human Factors in Computing SystemsApril 2004 Pages 1375–1378https://doi.org/10.1145/985921.986068
- Dubicka, B., Martin, J.L., & Firth, J. (2019). Editorial: Screen time, social media and developing brains: a cause for good or corrupting young minds? Child and adolescent mental health, 24 3, 203-204 .
- Firth, J., Torous, J., Stubbs, B., Firth, J.A., Steiner, G.Z., Smith, L., … & Sarris, J. (2019). The “online brain”: how the Internet may be changing our cognition. World Psychiatry, 18, 119-129.
- Hollis, C., Falconer, C.J., Martin, J.L., Whittington, C., Stockton, S., Glazebrook, C., & Davies, E.B. (2017). Annual Research Review: Digital health interventions for children and young people with mental health problems-A systematic and meta-review. Journal of Child Psychology and Psychiatry, 58, 474-503.
- Liu S, Zaigham GHK, Rashid RM and Bilal A (2022) Social Media-Based Collaborative Learning Effects on Student Performance/Learner Performance With Moderating Role of Academic Self-Efficacy. Front. Psychol. 13:903919. doi: 10.3389/fpsyg.2022.903919
- Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. London: EU Kids Online, LSE.
- Odgers, C.L. (2018). Smartphones are bad for some teens, not all. Nature, 554, 432-434.
- Okan, Z. Edutainment: is learning at risk? British Journal of Educational Technology, 34 (3). 255--264.
- World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age.