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The Facebook Phenomenon for Collaborative Learning for University Studies

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Volungevičienė A., Teresevičienė M., Mejerytė- Narkevičienė K.
Applied Research In Health And Social Sciences: Interface And Interaction
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2015
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vol. 12
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issue 1
46-71
EN
This article defines the shift in the concept and conditions of collaborative learning for university studies using the social networking tool Facebook and discusses the collaborative learning effect in terms of using Open Educational Resources (OER), creating learning artefacts and new generic competence development. In order to evaluate students’ learning through collaboration in Facebook, qualitative research method and survey of generic competencies based on the Tuning project framework (2003) were used. The data was collected through focus group interviews and analyzed using qualitative content analysis. The qualitative research method was chosen because it provides information of how students collaborate and what experience they gained during the activities. First, Facebook online groups have been identified at three different levels at VMU. The Facebook first level group was the social networking of Vytautas Magnus University’s students and academic staff. The second level group was created for the department dealing with social sciences, and is called “Department of Social Science”. The third level group is “Education Service Management” within the Department of Education. The research was done at the third level group with the students of the “Education Service Management” study programme. As research results show, Facebook as a social network has been changing communication between students, by facilitating the exchange of information and knowledge. The research analyses Facebook in the context of undergraduate university studies, based upon the experience of Vytautas Magnus University (VMU) for using Facebook for university studies. It could be concluded that learning is about developing capabilities to think and to act. Learners using social networking tools for collaborative learning, act, provide feedback and peer-review, asses and rate information. Openness is based on the idea that knowledge is disseminated and shared freely for the benefit of society as a whole. University students collaborate online and learn by using and exchanging OER, as well as developing them as the artefacts of online collaborative learning. They influence task design by creating “educational resources” themselves.
2

Interfaces and contradictions comparing adults' attitude to learning and employers' expectations

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Zuzevičiūtė V., Teresevičienė M., Rutkienė A.
Studies for the Learning Society
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2008
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vol. 1
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issue 1
18-28
EN
This paper, based on empirical research, aims at analyzing interfaces and contradictions of employers' and employees' attitudes to in-service professional training. We present the results of a two-stage empirical research program. The research enabled the identification of the attitude to whether opportunities for learning are provided and what barriers can be identified. Also, the employers' attitudes to the ways of providing these opportunities, and certain contradictions and tasks for the future were identified. Several methods of empirical research have been employed as well as the critical and systemic analyses of documents and literature.
3

Application Analysis of Online Learner Skills and Knowledge Evaluation Model

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Teresevičienė M., Gedvilienė G., Volungevičienė A.
Signum Temporis
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2010
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vol. 3
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issue 1
84-97
EN
Introduction. Higher education institutions experience the reform of higher education, changing the conception of studies and learning scenarios and the forms of their implementation. Distance learning and teaching are efficient means to implement strategic aims of the system of education: to create learning possibilities for all members of the society, to implement lifelong learning at all education levels, to contribute to designing effective learning/teaching process and to meet quality requirements, as well as to ensure more flexible organization of learning activities meeting lifelong learners' needs.The Aim of the Study. To analyse application of Online Learner Skills and Evaluation model (OLSKE) in a new distance learning and teaching curriculum.Materials and Methods. The paper presents OLSKE, and discusses its application. The evaluation of the application of the model is performed by evaluating curriculum quality that was designed on the basis of the model applied, rather than the model itself. Therefore, the questionnaires distributed for the students and the experts are targeted at curriculum evaluation. Application of the model is crucial to curriculum structure, consistency and quality evaluation factors.Results. Solutions for the realisation of the curriculum should be selected very carefully, as accessibility to learning resources should be ensured in all cases. Then, learning strategy and evaluation strategy should be very clearly designed and then presented to the learner, describing it with special attention in any chosen virtual learning environment.Conclusions. University students positively evaluated the overall evaluation of the course curriculum and curriculum quality designed after applicability of OLSKE.
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