Social Media And Web 2.0 Tools

As with the development of many new ideas, self-directed learning has created some confusion in that many related concepts are often used either interchangeable or in similar ways. Examples include self-education (Hosmer (1847), Dickinson & Clark, 1975, Smith 1976, Snedden 1930); self-directed learning; self-planned learning (Tough 1966); self-instruction (Johnstone &Rivera 1965, Smith 1976); individual learning (Smith 1976); autonomous learning (Houle 1962, Miller 1964, Moore 1980, Smith 1976); independent study or independent learning (Jourard 1967, Moore 1972); and self-access learning (Dickinson 1987). Yet these terms offer varied, though often subtly different, emphases. To illustrate these differences, several views of self-direction can be compared and contrasted.

Previous research suggests that early childhood is an important period for the development of self-regulation. During early years (preschool), children experience significant growth in the prefrontal cortex, the area of the brain. The prefrontal cortex area is closely related to self-regulation. As mentioned before, self-regulation is essential for academic success by helping children excel in structured learning environments, refrain from distractions, maintain focus and attention, stay on task, and prevail through difficulty (McClelland, Geldof, Cameron, & Wanless, 2014). Self-regulation in previous studies have shown that children with strong skills of self-regulation score higher on measurements of achievement in preschool and elementary. It is also a predictor in long term success in completing high

Web 2.0 refers to the term given to the second generation World Wide Web, which is majorly focused on giving people the ability to collaborate and share information online. The transition from the old static web pages to the more dynamic and interactive web pages are what are referred to as web 2.0, this websites are well organized and are geared towards delivering of web applications to the users. Web 2.0 brings other improved functionalities like open communication emphasizing on web communities of users and open sharing information with each other. Web 2.0 has become more synonymous as a marketing term. Components of web 2.0 are Wikis, Blogs, Facebook, Twitter, Youtube and Flickr. There have been discussions of Web 2.0 roots been in development communities for open source software, these communities organize and participate in development of software and ideas and suggestions are shared in real time, and the same would apply for Web 2.0. For Web 2.0 it's not just about opening up the code it involves opening up the production of content and exposing data so it can be re-used by all online users ADDIN EN.CITE Shelly20106(Shelly and Frydenberg, 2010)666Shelly, G.B.Frydenberg, M.Web 2.0: Concepts and Applications2010Independence, KYCourse Technology9781439048023http://books.google.co.ke/books?id=WYSP0ll6ftcC( HYPERLINK l "_ENREF_6" o "Shelly, 2010 #6" Shelly and Frydenberg, 2010).

Self-efficacy operates as a key component within the broader conceptual framework of Social Cognitive Theory (Bandura, 2001). Self-efficacy refers to a set of beliefs regarding an individual’s personal judgement of their confidence to perform a particular task and is distinct from ability traits. These beliefs have an important influence on the choices an individual makes when faced with adversity. In terms of learning, the role that self-efficacy plays has been associated with various different aspects of student engagement and motivation in the learning activities. For example, a study conducted of the self-regulation abilities of University students over a whole term, showed that the more self-efficacious the students felt, the more they reported using various cognitive and self-regulatory strategies to achieve their learning goals (Wäschle et al., 2014). Similarly, a study conducted with young adolescents reported that self-efficacy

The articles chosen for this project provide developments in how teachers can motivate students to self-regulate their learning. Sansone and Thoman reach a conclusion in their research that made a critical case of the relationship between self-regulation and motivation. The purpose of their argument was to explain the importance the “interest experience” plays in students maintaining motivation in order to self-regulate. They used research already completed to explain their suggestion that the “interest experience is the missing piece in the self-regulation model”. Wolters, Yu, and Pintrich conclude from their study that students who adopt a learning goal orientation tend to show more motivation towards self-regulatory strategy use. They further conclude that motivation and strategy use are strongly influenced by goal orientation and the “outcomes are not just reflective of stable individual difference”. Wolters, Yu, and Pintrich, based on their results, explain that learning goal orientation promotes motivational beliefs, which in turn led to higher levels of self-regulation when compared to the other goal orientations.

"Learning is what most adults will do for a living in the 21st century." (Alfred Perlman). As he said, there is no doubt that learning is a very important skill especially in modern society because of the knowledge explosion and rapid developing of information technology. However, there are different results with different learning methods. Good learning method can lead to success easier, on the contrary, poor learning method means wasting time and energy. Therefor, self-regulated learning is presented by numerous eminent scholars as a excellent learning method. "Self-regulated learning is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners

soundness of transferring the theoretical construct of self-regulation from educational psychology to the area of second language acquisition.

Another example that I observed students using their own motivation and self-regulation was during lab periods. I observed particular students taking actions to progress in their own learning. The students were giving great attentiveness to the steps required to complete the lab and afterwards being very self driven to complete the task at hand. Since most of the lab assignments aren’t due at the end of class, many students were completing the assignment at different paces while other students were taking it

Technology today has made huge improvements with communication. An online student learns how to motivate themselves and learn time management skills. Going to school forces a student to learn time management, but with online learning, the student is very independent. Their schedule may consist of being a full time parent, full time employee, and full-time student. To keep up with this busy schedule, self-motivation and time management are important,. “Online learning is actually a more efficient and effective way for students to learn. It facilities easy information transfer; while classroom learning encourages passive learning and ignore individual learning difference” (edudemic.com).

In addition, the functions of self-regulated learning strategies are affected by individual factors such as virtual competence and goal orientation, and job and contextual factors such as intellectual demand and cooperative norms. This article’s findings help those e-learners acquired better learning outcomes through

While it was not possible to determine if using the site and increased academic self-efficacy users were seen attending more orientation programs and users were seen to help each other adjust to campus life(DeAndrea 18-19). Teachers are seeing different benefits from using social media. One benefit is more engagement from students, a theater class at the University of North Carolina used a video game to enter a social universe set in Shakespeare’s Globe theater. The class would act out plays in the virtual setting, the professor noticed more engagement and excitement from the more quiet and shy students(Blankenship 40). Not all teachers, and students, are receptive or willing to integrate social media into the classroom. One argument against implementation is that not all students have the ability to access the Internet when not on school grounds and requiring the school to provide technology outside of the classroom would be impractical or impossible to achieve(Blankenship 41). Another argument that is used is that social media is its impersonal nature “the best ideas often come from sharing an actual space with someone” (Blankenship 41). Educators are still researching social media’s place in education and the classroom is one of the best places to experiment.

Using online programs in the classroom is becoming a common practice for delivering educational information. However, the use of Internet sources and materials that support instruction often requires users to have more advanced knowledge and understanding. Online access has become the central focus on students habit. Gillam and Wooden (2013) stated that educators need to ”create high-functioning learning communities in an otherwise disembodied online learning space” (p.24).

This chapter consists of 6 sections: introduction to the chapter, PBL review, self-regulated learning review, self-assessment review, theoretical framework and summary of the chapter. The first section gives an overview of the chapter, including its objectives and contents. The PBL section reviews the objectives of PBL and the theories related to the PBL concept,

“Learning management systems traditionally provide structures to guide online learners to achieve their learning goals” (Tu, Sujo-Montes, Yen, Chan, & Blocher, 2012, p. 13). Technologies, such as Web 2.0, allow learners to create, share, and organize PLEs in open network environments. In addition, this platform allows students to collaborate and engage in social networking. According to Tu et al., educators integrate Web 2.0 technologies to support online learning management system (LMS)

The way that individuals and businesses communicate and interact has radically changed. With the development of technology and the internet, people can connect almost instantaneously and with very little effort. Social media has come to play a huge part in the way that the world communicates with each other. In fact, a recent report shows that in a single month people spend over 25 hours on social networks (“The Digital Consumer”). With consumers committing that much time to social media sites, social networking has become an important aspect of everyday life for individuals—and businesses. Like most marketing activities, social media marketing poses some risk. However, it is advantageous for businesses to exploit this opportunity, and develop an effective and ethical marketing strategy that includes using social media as a marketing tool.