File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Mechanisms of the Learning Impact of Teacher-Organized Online Schoolwork Sharing Among Primary School Students

TitleMechanisms of the Learning Impact of Teacher-Organized Online Schoolwork Sharing Among Primary School Students
Authors
Keywordssocial media
primary school education
social learning
knowledge sharing
Issue Date2020
PublisherSage Publications, Inc. The Journal's web site is located at https://us.sagepub.com/en-us/nam/journal-of-educational-computing-research/journal202399
Citation
Journal of Educational Computing Research, 2020, v. 58, p. 978-1002 How to Cite?
AbstractDespite the increasing amount of literature on the educational potential of social media for learning, little is understood about how different functions of social media might affect learning in the K-12 context, the primary school education context in particular. This study examined the effect on learning of a key function of social media—online sharing. It examined how teacher-organized online schoolwork sharing on a social media-based platform, Seesaw, influenced a group of primary school students’ learning. Survey responses from 337 primary school students revealed that students had positive perceptions of the impact of schoolwork sharing on learning. Structural equation modeling analysis of the survey responses revealed that online schoolwork sharing influenced individual student learning primarily through enhanced perceptions of the value of online sharing for learning from peer review, which influenced learners’ efforts in schoolwork. Efforts in schoolwork then positively influenced students’ self-efficacy in learning. The findings suggest that primary school teachers should actively utilize the sharing function of social media to facilitate student learning. The findings also underscore the importance of enhancing peer review and students’ perceptions of its value in order to maximize the learning potential of online schoolwork sharing for primary school students.
Persistent Identifierhttp://hdl.handle.net/10722/287741
ISSN
2023 Impact Factor: 4.0
2023 SCImago Journal Rankings: 1.792
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLai, C-
dc.contributor.authorWen, Y-
dc.contributor.authorGao, T-
dc.contributor.authorLin, CH-
dc.date.accessioned2020-10-05T12:02:35Z-
dc.date.available2020-10-05T12:02:35Z-
dc.date.issued2020-
dc.identifier.citationJournal of Educational Computing Research, 2020, v. 58, p. 978-1002-
dc.identifier.issn0735-6331-
dc.identifier.urihttp://hdl.handle.net/10722/287741-
dc.description.abstractDespite the increasing amount of literature on the educational potential of social media for learning, little is understood about how different functions of social media might affect learning in the K-12 context, the primary school education context in particular. This study examined the effect on learning of a key function of social media—online sharing. It examined how teacher-organized online schoolwork sharing on a social media-based platform, Seesaw, influenced a group of primary school students’ learning. Survey responses from 337 primary school students revealed that students had positive perceptions of the impact of schoolwork sharing on learning. Structural equation modeling analysis of the survey responses revealed that online schoolwork sharing influenced individual student learning primarily through enhanced perceptions of the value of online sharing for learning from peer review, which influenced learners’ efforts in schoolwork. Efforts in schoolwork then positively influenced students’ self-efficacy in learning. The findings suggest that primary school teachers should actively utilize the sharing function of social media to facilitate student learning. The findings also underscore the importance of enhancing peer review and students’ perceptions of its value in order to maximize the learning potential of online schoolwork sharing for primary school students.-
dc.languageeng-
dc.publisherSage Publications, Inc. The Journal's web site is located at https://us.sagepub.com/en-us/nam/journal-of-educational-computing-research/journal202399-
dc.relation.ispartofJournal of Educational Computing Research-
dc.rightsAuthor(s), Contribution Title, Journal Title (Journal Volume Number and Issue Number) pp. xx-xx. Copyright © [year] (Copyright Holder). DOI: [DOI number].-
dc.subjectsocial media-
dc.subjectprimary school education-
dc.subjectsocial learning-
dc.subjectknowledge sharing-
dc.titleMechanisms of the Learning Impact of Teacher-Organized Online Schoolwork Sharing Among Primary School Students-
dc.typeArticle-
dc.identifier.emailLai, C: laichun@hku.hk-
dc.identifier.emailLin, CH: chinhsi@hku.hk-
dc.identifier.authorityLai, C=rp00916-
dc.identifier.authorityLin, CH=rp02286-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1177/0735633119896874-
dc.identifier.scopuseid_2-s2.0-85077714073-
dc.identifier.hkuros315439-
dc.identifier.volume58-
dc.identifier.spage978-
dc.identifier.epage1002-
dc.identifier.isiWOS:000507560900001-
dc.publisher.placeUnited States-
dc.identifier.issnl0735-6331-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats