ActiveLearning through Social Media : ASurveyS.
Sankari1 Dr.P. Sripriya2 M.Phil Research Scholar Associate ProfessorDeptof Computer Application Dept of ComputerApplication VELS (VISTAS) VELS (VISTAS)line3-City, Country line 3-City, Country [email protected] line 4-e-mailaddress if desired Abstract—This survey is based on how to make utilize the social media into a game-basedlearning and with the help of various applications instead of affectingstudents by using social media discussed related based on the active learning,with the main intention of provoking learners’ aim instead of instructing thecourses. Thus, increasing learning purpose by game-based learning becomes atypical tutorial strategy to boost learning actions. However, it’s challengingto design fascinating games combined with courses.
However, in the past game-basedlearning, students were brought together in common places for various times ofgame-based learning. Students learning was restricted by time and area.Therefore, for students’ game-based learning at any time and in any places,based on theories of design elements of online community game with the help ofsocial media. Questionnaire survey is conducted to seek out if the design of non-singleuser game is adorable for students to take part in game-based learning. Inorder to make sure that the questionnaires can be the test to analyse studentsmotive to play games, by statistical program of social science; this studyendorse reliability and validity of items of questionnaire to effectivelycontrol the result of online community games on students learning intention.
Keywords—SocialNetwork game,game-based learningI. INTRODUCTIONThe process of extracting neededinformation/knowledge from the huge amount of data is referred a data mining. Inthis educational data mining is an emerging field which explores data from theeducational content. Now a days educational system has changed and students startedfrom various sources. Social medias creates interaction between the peoplesfrom various countries and these media. Social media facilitate sharing ofthought, own ideas, sharing of information and to promote our brands. some of the famous social media sites are Facebook,WhatsApp, Twitter, Youtube, Orkut, Hike and so on .
social medias also provide studentsto learn from various sources through small puzzles, games. Learning based gamehas been proven to be a kind of learning method that allows students toorganize knowledge through the game content in the game process and in turnelevate learning motivation 1. Compared to traditional education in whichstudents passively receive knowledge. Game -based learning allows students toactively participate in game activities 2, which not only strengthens butalso maintains student learning motivation, making them willing to spend timeon learning 3. However, in view of the fact that it is not easy to design asystem that combines game elements and course content, Echeverria proposed thedesign method for course knowledge systems, combining game elements and courseknowledge. The fictional story of the story orthe interaction with fictional characters corresponds to suitable coursecontent, in turn combining the course and the game 4. However, sincetraditional game-based learning tends to cause temporal and spatial constraintsfor students, in order to break through these constraints, so that students canconduct game based learning at any time and place, this study uses AkiJärvinen’s theory of social network game design elements as the basis to createthe game in Facebook 5.
Other than using the 2006 feature of Facebook thatpermits third party development of apps, at the same time the development ofsocial network games is relatively simpler than traditional video games, aswell as faster and cheaper. Facebook provides a platform for students to learnas they socialize, and this is used to explore the activity process of studentsin social network games, further using questionnaires to explore whether thedesign of social network games can attract students to conduct game-basedlearning. In order to understand the gaming intentions of students, this studyalso uses SPSS to conduct reliability and validity testing on questionnairequestions, in hopes of understanding how social network games affect thelearning. II.
METHODOLOGY USED Fig 1. Different ideas to utilize social networksSocial media for personal resons: S:NO JOB % 1 Mental break at work 40 2 Friends &family from work 60 3 Information & helps 20 Social media platform: S:NO SOCIAL EDUCATION PROFESSIONAL % Face book One month One week Never 10 Twitter One week One day Never 30 You Tube One day Two week Never 74:50 Wikipedia One hours Two month Never 45 Blogs One week Tow day Never 150 Linkedin One month One month Never 4 Other Never One day Never 26 a) Social Media Usage Agreement Social Media Terms and Conditions· Students are expected to act safely by keeping personalinformation out of their posts. · Students agree to not use their family name, password,school name and location, or the other data that would change somebody to findand get in touch with them. · Students are to use social media as an academic resourceonly and therefore behave as in the classroom. · Students shouldn’t reply to comments that make themuncomfortable.
Instead, they ought to report these comments to the trainer immediately. III. LITERATURE SURVEY A.Abstract-Social Learning Network (SLN) In this paper, Abstract-SocialLearning Network (SLN) type of social network implemented among students,instructors, and modules of learning. It consists of the dynamics of learningbehaviour over a variety of graphs representing the relationships among theindividuals and processes involved in learning. Recent innovations in onlineeducation, together with open online courses at numerous scales, in flippedclassroom instruction, and in professional and corporate training have conferred attentiongrabbing questions about SLN. Collecting, analyzing, and leveraging data aboutSLN causes potential answers to these queries,with facilitate from a convergence of modelling languages and styleways, like social network theory, science of learning, andeducation information technology. This survey article overviews a number ofthese topics, together with prediction, recommendation, and personalization, inthis emergent research area.
B. MOOCAdvanced educational technologiesare developing rapidly and online MOOC courses have become more prevalent,creating an enthusiasm for the seemingly limitless datadriven potentialitiesto have an effect on advances in learning and enhance the learning experience.For these potentialities to unfold, the experience and collaboration of the manyspecialists are necessary to improve data collection, to foster the developmentof better predictive models, and to assure models are interpretable andactionable. The massive knowledge collected from MOOCs must be larger, not inits height (number of students) however in its width—more meta-data and data onlearners’ cognitive and self-regulatory states must be collected additionallyto correctness and completion rates.
This more detailed articulation will helpopen up the black box approach to machine learning models where prediction isthe primary goal. Instead, data-driven learner model approach uses fine graindata that is conceived and developed from cognitive principles to makeexplanatory models with practical implications to boost student learning. Usingdata-driven models to develop and improve educational materials isfundamentally different from the instructor-centred model. In data-driven modelling,course development and improvement is predicted on data-driven analysis ofstudent difficulties and of the target experience the course is supposedproduce; it’s not supposed instructor self-reflection as found in purelyinstructor-centred models.
To be sure, instructors will and may contribute tointerpreting data and making course redesign decisions, however ought toideally do so with support of cognitive psychology expertise. Courseimprovement in data-driven modelling is additionally supported course-embeddedin vivo experiments(multiple instructional designs randomly assigned tostudents in natural course listening to an instructor’s delivery of information,but is primarily regarding students’ learning . By example, by doing and byexplaining.
In addition to avoiding the pitfall of developing interactiveactivities that don’t offer enough helpful information to reveal studentthinking, MOOC developers and information miners should avoid potentialpitfalls within the analysis and use of data.C. NPTEL Thebasic objective of science and engineering education in India is to plan andguide reforms that may remodel India into a strong and vibrant knowledgeeconomy. In this context, the focus areas for NPTEL project arei) higher education,ii) professional education,iii) distance education andiv) continuous and open learning,roughly in this order of preference. Workforce demand for trained engineers and technologists is way over the amount ofqualified graduates that Indian technical institutions will offer presently.Among these, the number of institutions having fully qualified and trainedlecturers altogether disciplines being tutored forms a small fraction. Amajority of lecturers are young and inexperienced and are undergraduate degreeholders. Therefore, it is important for institutions like IITs, IISc, NITs andother leading Universities in India to disseminate teaching/learning content ofhigh quality through all available media.
NPTEL would be among the foremost anda crucial step during this direction and can use technology for dissemination.India needs many more teachers for effective implementation of higher educationin professional courses. Therefore, strategies for coaching young andinexperienced lecturers to enable them carry out their academicresponsibilities effectively are a must. NPTEL contents are often used as corecurriculum content for training purposes. A wide range of students those whoare unable to attend scholarly in institutions through NPTEL will have accessto quality index from them. Allthose who are gainfully employed in industries and all other walks of life andwho need continuous training and updating their knowledge can benefit fromwell-developed and peer-reviewed course contents by the IITs and IISc. D.
FlippedDigital ClassroomsFlipped digital classroom is atutorial strategy and a type of integrated learning that reverses thetraditional learning environment by delivering instructional content, oftenonline, outside of the classroom. It moves activities, together with people whomight have traditionally been thought-about homework, into the classroom. Inflipped classroom, students watch online lectures, student collaborate andinteract in online discussions, or they perform analysis and have interactionsin ideas among the classroom with the guidance of a mentoror the respectivefaculty. In the traditional model ofclassroom instruction, the teacher is commonly the central focus of a lessonand the primary disseminator of information during the class period. Theteacher responds to queries whereas students defer on to the teacher forguidance and feedback. In a classroom with a traditional style of instruction,individual lessons may be focused on an explanation of content utilizing alecture-style.
Student engagement among the traditional model is alsorestricted to activities in which students work independently or in small teamson an application task designed by the teacher. Class discussions are typicallyfocused on the teacher, who controls the flow of the spoken communication.1Generally, this pattern of teaching additionally involves giving students thetask of reading from a textbook or functioning a concept by working on aproblem set, for example, outside school.2The flipped classroom that wantedlyshifts the instruction to a learner-centred model in which class time can beutilized that explores the vast topics in greater depth and creates purposefullearning opportunities, whereas instructional technologies like online videosare used to ‘deliver content’ outside of the classroom. In a flipped classroom,’content delivery’ might take a variety of forms.
In general, the video lessonsare prepared by the teacher or any parties are used to deliver content, even thoughthe online collaborative discussions, digital analysis, and text readings couldalso be used.345Flipped classrooms additionally redefinein-class activities. In-class lessons accompanying flipped classroom mayinclude activity learning or more traditional homework problems, among otherpractices, to engage students in the content. Class activities vary but mayinclude: using math manipulative and emerging mathematical technologies,in-depth laboratory experiments, original document analysis, debate or speechpresentation, current event discussions, peer reviewing, project-basedlearning, and skill development or idea practice67 as a result of these varieties of active learning allow forhighly differentiated instruction,8 more time can be spent in class onhigher-order thinking skills like problem-finding, collaboration, design andproblem solving as students tackle troublesome issues, work in groups,research, and construct knowledge with the assistance of their teacher andpeers.
9 Flipped classrooms are enforced in both schools and colleges and beenfound to have varying differences in the method of implementation.10E.Learning Management SystemAn LMS which delivers and manages tutorialdocuments or data, and basically handles student registration, online courseadministration, and tracking, and assessment of student work.2 Some LMSs helpsthe progress towards learning goals and this can be identified.3 Most LMSs maybe web-based, to facilitate the access. LMSs are often used by regulatedindustries used for the training. This system include the performance based onthe management, which facilitate the employee appraisals, competencymanagement, skills-gap analysis, succession planning, and multi-raterassessments. Some systems support competency-based learning.
Though there are alarge variety of terms for digital aids or platforms for education, such ascourse management systems, virtual or managed learning platforms or systems, orcomputer-based learning environment. IV. CONCLUSIONThus the social network has createda meth, psychologically around the mindset of students, as emotionally bycollaboration and communication because of the growth and popularity. Ourcountry has two set of students, one side the well educated students and theother side uneducated students. Despite the importance of education, thestudents’ emotions are relatively little theory-driven empirical researchavailable to address this new type of communication and interaction phenomena.In this paper, we explored the factors that drive students to differentiate theeducated and uneducated student’s mindset. Specifically, we conceptualized theuse of social networks as intentional social action and we examined therelative impact of social influence, social presence, and the five key valuesfrom the uses and gratification paradigm on We-Intention to use online socialnetworks.
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