Online Temporary Learning Groups in Higher Education – Interactions, Compensation, and Maximisation of Achievements in an Israeli Case Study

• Authors: Uzi Ben-Shalom , Chen Hajaj , Nitza Davidovitch , Corinne Berger

Abstracts

EN

Thesis. This article provides an analysis of online social interactions in two online Temporary Learning Groups (TLG) and their correlates with both pre-admissions scores and academic achievements. Concept. The function of Social Networking Systems (SNS) use on academic achievements is most often indirectly assessed through surveying attitudes of students and teachers. Contrary to this approach, we directly assessed the content on a TLG and paired it with objective admission scores and academic achievements. Results and conclusion. The results reveal that the content of the discussions on the TLGs is practical, immediate, and focuses on the allocation of information required for academic achievements. The users of the TLGs are usually students with lower admission scores and academic achievements. They use these platforms as a compensating mechanism to improve their achievements. In addition, some of the TLG users serve as maximising agents of other students’ achievements. TLGs’ implications for teaching, class-attendance and level of schooling must be recognised by teachers. Originality. While researchers focus on the presence of SNSs in class and its hampering of schooling by multitasking the effect of TLG activity must also be addressed.

Keywords

EN

Temporary Learning Groups; higher education; interactions; compensation; achievements; Social Networking Systems

• Publisher: Fundacja Pro Scientia Publica
• Journal: Journal of Education Culture and Society
• Year: 2023
• Volume: 14
• Issue: 1
• Pages: 619-633

Dates

published

2023

Contributors

author

Uzi Ben-Shalom

• Department of Sociology and Anthropology, Ariel University, POB 3, Kiryat Hamada, Ariel, Israel 40700

• https://orcid.org/0000000219880744

author

Chen Hajaj

• Department of Industrial Engineering and Management, Ariel University, POB 3, Kiryat Hamada, Ariel, Israel 40700

• https://orcid.org/0000000199405654

author

Nitza Davidovitch

• Education Studies, Ariel University, POB 3, Kiryat Hamada, Ariel, Israel 40700

author

Corinne Berger

• Faculty of Social Sciences & Humanities, Ariel University, POB 3, Kiryat Hamada, Ariel, Israel 40700

• https://orcid.org/0000000203890622

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Identifiers

DOI

10.15503/jecs2023.1.619.633

Biblioteka Nauki

18682886