Multimedia Social Networks and E-Learning

2013 ◽  
pp. 365-379
Author(s):  
Andrew Laghos
Keyword(s):  
Social Networks ◽  
Social Interaction ◽  
Learning Communities ◽  
Online Social Networks ◽  
Student Centered ◽  
Student Centered Learning ◽  
Multimedia Social Networks ◽  
Key Players ◽  
E Learning ◽  
Interaction Research

The purpose of this chapter is to investigate Multimedia Social Networks and e-Learning, and the relevant research in these areas. Multimedia Social Networks in e-Learning is an important and evolving study area, since an understanding of the technologies involved as well as an understanding of how the students communicate in online social networks are necessary in order to accurately analyze them. The chapter begins by introducing Multimedia Social Networks and Online Communities. Following this, the key players of e-Learning in Multimedia Social Networks are presented, including a discussion of the different roles that the students take. Furthermore, Social Interaction research is presented concentrating on such important areas as factors that influence social interaction, peer support, student-centered learning, collaboration, and the effect of interaction on learning. The last section of the chapter deals with the various methods and frameworks for analyzing multimedia social networks in e-Learning communities.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals AYAT AL-QUR’AN DAN HADIS NABI TENTANG PRINSIP PENYAMPAIAN PELAJARAN SESUAI KEMAMPUAN SISWA

2016 ◽  
Vol 10 (1) ◽  
Author(s):  
AAT HIDAYAT
Keyword(s):  
Social Interaction ◽  
Personality Development ◽  
Educational Values ◽  
Moral Ideal ◽  
Student Centered ◽  
Historical Criticism ◽  
Student Centered Learning ◽  
Movement Theory ◽  
Double Movement ◽  
Contextual Meaning

<p align="center"><strong>Abstract</strong></p><p><em>Al-QUR’AN VERSES AND PROPHET HADITH OF DELIVERING LESSON PRINCIPLE IN ACCORDANCE WITH STUDENTS’ ABILITY.<strong> </strong>Student-Centered Learning (SCL) approach </em><em>a</em><em>ppears to make the learning implementation with conducive fun atmosphere, and students centered. In the SCL approach, the teacher gives many attentions in involvement, initiative, and student social interaction in classroom.</em><em> </em><em>One of the principle in SCL approach is teacher delivers the lessons in accordance with students’ ability.</em><em> </em><em>By using Fazlur Rahman double movement theory to analyze the Qur’an verses and historical criticism, eidetic criticism, and pratical criticism of Hassan Hanafi to analyze the prophet hadith,</em><em> </em><em>this study aims to reveal the moral ideal of Qur’an and prophet hadith about delivering lesson principle in accordance with students’ ability as well as determining the contextual meaning for life recently.</em><em> </em><em>There are 21 Qur’an verses which contains the basic idea of delivering lesson principle in accordance with students’ ability</em><em> </em><em>and there are 11 Hadiths which contains</em><em> </em><em>delivering lesson principle in accordance with students’ ability.</em><em> </em><em>The verse and hadith show the necessity principles to put human in accordance with his position and necessity to talk with them in accordance with his ability, and completed with practical examples from the Prophet. The implementation of educational values in some Qur’an verses and Prophet hadith is able to make the learning more empower the students’ potential and influence on student personality development</em>.</p><p> </p><p><strong>Keywords</strong>: <em>Student-Centered Learning, Learning, Students’ Ability</em>.</p><p align="center"><strong> </strong></p><p align="center"><strong>Abstrak</strong></p><p>Pendekatan <em>Student-Centered Learning</em> (SCL) muncul untuk mewujudkan terlaksananya pembelajaran dengan suasana yang kondusif, menyenangkan, dan berpusat pada siswa. Dalam pendekatan SCL, guru banyak memberikan perhatian pada keterlibatan, inisiatif, dan interaksi sosial siswa di kelas. Salah satu prinsip yang ada dalam pendekatan SCL adalah guru menyampaikan pelajaran sesuai kemampuan siswa. Dengan menggunakan teori <em>double movement</em> Fazlur Rahman untuk menganalisis ayat Al-Qur’an serta kritik historis, kritik eidetis, dan kritik praksis Hassan Hanafi untuk menganalisis hadis Nabi, tulisan ini bermaksud mengungkap ideal moral ayat Al-Qur’an dan hadis Nabi tentang prinsip penyampaian pelajaran sesuai kemampuan siswa serta menentukan makna kontekstualnya bagi kehidupan saat ini. Ada 21 ayat Al-Qur’an yang mengandung ide dasar prinsip penyampaian pelajaran sesuai kemampuan siswa dan ada 11 hadis yang mengandung prinsip penyampaian pelajaran sesuai kemampuan siswa. Ayat dan hadis tersebut menampilkan prinsip keharusan menempatkan manusia sesuai kedudukannya serta kemestian berbicara dengan mereka sesuai dengan kemampuannya, juga disertai contoh praksis dari Rasulullah saw. Implementasi nilai-nilai edukatif dalam beberapa ayat Al-Qur’an dan hadis Nabi ini mampu mewujudkan pembelajaran yang lebih memberdayakan potensi anak didik serta berpengaruh pada pengembangan kepribadian siswa.</p><p> </p><p><strong>Kata Kunci: </strong><em>Student-Centered Learning, Pembelajaran, Kemampuan Siswa</em>.</p><p> </p>

scholarly journals KEEFEKTIFAN MODEL STUDENT TEAM ACHIEVEMENT DIVISION (STAD) DAN E-LEARNING PADA MATERI OPERASI PENJUMLAHAN DAN PENGURANGAN PECAHAN DI SEKOLAH DASAR

2018 ◽  
Vol 5 (2) ◽  
pp. 121
Author(s):  
Sri Kadarwati ◽  
Kasni Astutik ◽  
Edi Prayitno
Keyword(s):  
Learning Outcomes ◽  
Test Group ◽  
Mean Value ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
School Year ◽  
Post Test ◽  
E Learning ◽  
Student Team

The low learning outcomes of Addition and Reduction of Fractions in class IV are partly due to: (1) a tedious learning process, (2) lack of use of ICT as a source and media of learning. To overcome this problem the research team developed student-centered learning through e-learning learning in the Student Team Achievement Division (STAD) model. This study is a true experiment using the Pre-Test Group Control Post Test Design. The population is Sambiroto 02 elementary school students as many as 75 students in the 2017/2018 school year. The E2 group with EAD learning using the STAD model reached the highest mean value of the three groups, amounting to 88.67, followed by the E1 group with STAD learning at 74.54 and the K group with expository learning at 63.10. Regression analysis showed a positive relationship between motivation and activity with learning outcomes in groups E1 and E2 so it can be concluded that the higher the student's motivation and activity score the higher the student's learning achievement in addition and subtraction operations in elementary schools.

scholarly journals A Social Interaction Activity based Time-Varying User Vectorization Method for Online Social Networks

2018 ◽  
Author(s):  
Tianyi Hao ◽  
Longbo Huang
Keyword(s):  
Social Networks ◽  
Social Interaction ◽  
Online Social Networks ◽  
User Modeling ◽  
State Of The Art ◽  
Time Varying ◽  
Self Similarity ◽  
Pairwise Interactions ◽  
User Data ◽  
Model Training

In this paper, we consider the problem of user modeling in online social networks, and propose a social interaction activity based user vectorization framework, called the time-varying user vectorization (Tuv), to infer and make use of important user features. Tuv is designed based on a novel combination of word2vec, negative sampling and a smoothing technique for model training. It jointly handles multi-format user data and computes user representing vectors, by taking into consideration user feature variation, self-similarity and pairwise interactions among users. The framework enables us to extract hidden user properties and to produce user vectors. We conduct extensive experiments based on a real-world dataset, which show that Tuv significantly outperforms several state-of-the-art user vectorization methods.

scholarly journals INNOVATION OF STUDENT CENTERED LEARNING MODEL BASED ON MICROBLOGGING EDMODO

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Pirman Ginting ◽  
Yenni Hasnah ◽  
Mutia Febriyana
Keyword(s):  
Large Scale ◽  
Learning Model ◽  
Small Scale ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
Average Percentage ◽  
Model Based ◽  
Innovative Learning ◽  
E Learning

This study aims to produce an innovative learning model based on Microblogging Edmodo.  This research was conducted through the application of Research and Development (R&amp;D) methods which included several stages of research, it is started from designing SCL learning models based on microblogging edmodo, validation, and trials (small and large scale). The results of the study showed that the innovation of student-centered learning models based on edmodo e-learning microblogging was feasible to be applied in the learning process. It can be seen from the validation reaches 79.16%. The feasibility of the application is also strengthened by the increasing of the average percentage from audience validation. It results of 77.33% in small-scale trials and 91.30% in large-scale trials. This percentage shows that SCL learning models based on e-learning microblogging edmodo can be applied to students

Identifying Opinion Leaders for Marketing by Analyzing Online Social Networks

2011 ◽  
Vol 3 (3) ◽  
pp. 19-34 ◽  
Author(s):  
Niyoosha Jafari Momtaz ◽  
Abdollah Aghaie ◽  
Somayeh Alizadeh
Keyword(s):  
Social Networks ◽  
Online Social Networks ◽  
Personal Characteristics ◽  
Opinion Leader ◽  
Opinion Leaders ◽  
Comprehensive Overview ◽  
Identification Methods ◽  
Key Players ◽  
Different Characteristics ◽  
The Impact

Recently, the impact of social networks in customer buying decision is rapidly increasing due to effectiveness in shaping public opinion. This paper helps marketers analyze social network’s members based on different characteristics and choose the best method for identifying influential people among them. Then, marketers can use these influential people as seeds to market products/services. Considering the importance of opinion leadership in social networks a comprehensive overview of existing literature has been done. Studies show, different titles (such as opinion leaders, influential people, market mavens and key players) are used to refer to the influential group in social networks whom we know as opinion leaders. The study shows all the properties presented for opinion leaders in the form of different titles are classified into three general categories including structural, relational and personal characteristics and based on studying opinion leader identification methods; appropriate parameters are extracted in a comprehensive chart to evaluate and compare these methods accurately.

Sustainable E-Learning Communities

2010 ◽  
pp. 400-413 ◽  
Author(s):  
Chris Stary
Keyword(s):  
Social Interaction ◽  
Learning Communities ◽  
Learning Environments ◽  
Learning Systems ◽  
Community Members ◽  
E Learning ◽  
Communication Context ◽  
Specific Community ◽  
Open Nature ◽  
Different Levels

Knowledge acquisition in E-Learning environments requires both, individualization of content, and social interaction based on relevant learning items. So far few E-Learning systems support an integrated didactic and social perspective on knowledge transfer. Intelligibility Catchers (ICs) are E-Learning components designed for establishing sustainable communities of E-Learning practice. They encapsulate didactic and communication-centered concepts for effective collaborative and reflective generation and exchange of knowledge. Due to their open nature, they can be created dynamically, for any domain and on different levels of granularity. By intertwining content and communication, context can be kept for learning and exploration, even bound to specific community members.

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