blended learning, social learning sites, secondary school education, netnography, symbolic interactionism
Research project description
Teachers and students are engaging in new forms of communication facilitated by the development of educational social network sites (SNSs). When this communication is combined with face-to-face interactions, the result can be described as a blended learning environment. While researchers have highlighted a variety of challenges and opportunities SNSs offers to educators and students, much of this research only focuses on online interactions in short-term, classroom-based projects. As such, a more holistic view of teacher and student interactions across both physical and online environments is required to better understand how these shape the learning process. This proposed research project would address this by undertaking an ethnographic study to describe and conceptualise the teaching and learning processes involved when a teacher and students interact with one another in a blended learning environment. To effectively study a group that meets physically and online, the ethnographic approach will be modified to cater for online interactions (Kozinets, 2010). Theoretically, this project will explore human group interaction in accordance with Mead and Blumer's concept of symbolic interactionism.
|Teacher and student interactions in a secondary school blended learning environment||EdD||Dr Lesley Scanlon|
- Andrew Mifsud. (2013). Using social network sites to foster creativity and collaboration in the music classroom. In Bradley Merrick & David Forrest Redefining the musical landscape: Inspired learning and innovation in music education (pp. 138–143). XIX ASME National Conference, Canberra, Australia, September 29 - October 1.