Dialogic reflection for professional development through conversations on a social networking site
In: Reflective practice, Band 19, Heft 1, S. 105-117
ISSN: 1470-1103
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In: Reflective practice, Band 19, Heft 1, S. 105-117
ISSN: 1470-1103
In: SpringerBriefs in Religious Studies
In: Springer eBooks
In: Literature, Cultural and Media Studies
Chapter 1. Apostasy and Blogs -- Chapter 2. Theories and Concepts Related to Blogging -- Chapter 3. Identity Construction in Blog -- Chapter 4. Storytelling in Blog -- Chapter 5. Rhetorical Strategies in Blog -- Chapter 6. Recapitulation of Discursive Behaviour in Blog
In: Arab World English Journal (AWEJ) Volume 9. Number 2. June 2018
SSRN
Working paper
In: International journal of academic research in business and social sciences: IJ-ARBSS, Band 14, Heft 6
ISSN: 2222-6990
In: International journal of academic research in business and social sciences: IJ-ARBSS, Band 12, Heft 6
ISSN: 2222-6990
In: Feminist media studies, Band 23, Heft 6, S. 2849-2866
ISSN: 1471-5902
In: Sage open, Band 14, Heft 2
ISSN: 2158-2440
This study employed a mixed-methods design to investigate the experiences of ESL students during their English language learning interactions through the WhatsApp platform. The primary objective was to examine the presence of social, cognitive, and teaching presences in the WhatsApp interactions using the Community of Inquiry (CoI) model. A survey was administered to 349 undergraduate students in Malaysia to collect the quantitative data, which was then triangulated through interviews with 20 students. The interviews were categorized based on Braun and Clarke's reflective thematic analysis. The survey related to social presence indicates a strong interaction among students and a notable decrease in students' inclination for informal and humorous social interactions with their teachers. The findings related to teaching presence view instructors as actively engaging students in their learning process. However, they also pointed out that out less sharing of critical knowledge is taking place. On the other hand, the cognitive presence category was associated with the development of meaningful interaction The educational implications seek to provide guidance to educators and institutions on maximizing the utilization of WhatsApp, for the learning of English as a Second Language (ESL). This involves considering the social, cognitive, and teaching presences highlighted in the study.
In: Arab World English Journal (AWEJ), Special Issue on Literature, No. 4, Pp. 212-223, October, 2016
SSRN
Working paper
In: Social identities: journal for the study of race, nation and culture, Band 26, Heft 6, S. 829-841
ISSN: 1363-0296