Active learning and cocreation of knowledge have been extensively researched in the face-to-face environment; however, few studies have investigated the impact of active learning, cocreation of knowledge, and instructor presence on students’ perceptions of learning experiences in the virtual environment. The purpose of this study is to extend literature on the Active Learning for Knowledge Construction theoretical model. This study identifies and analyzes undergraduate students’ experiences that inform their perceptions of equivalent experiences in the virtual environment as compared to the face-to-face environment. This research study encompasses two sections of a course, one delivered face-to-face and one delivered virtually. Therefore, a cross-case study methodology was used to understand and compare students’ experiences between course sections. This study found that video instruction and use of mobile devices created equivalent learning experiences. However, exploration through technology and mobile devices was valued differently by students between modalities. Further, face-to-face students most valued student-to-student and student-to-instructor interactions, while virtual students most valued student-to-content and student-to-instructor interactions. Finally, suggestions to improve virtual course designs implementing active learning and recommendations for future research are provided.
Among many social networking websites, Facebook has become an effective learning tool in many institutions. Apart from educational purposes, Facebook can be employed for other purposes that benefit users who learn to use it creatively. The objectives of this research were to examine how creatively Thai university students used Facebook and investigated how gender and type of university had an effect on their usage. This was exploratory research where a questionnaire was used to collect data from 1,080 undergraduate students in Thailand. The data were then analyzed using frequency, percentage, Mann-Whitney U tests, and Kruskal-Wallis tests. It was found that most Thai students used Facebook for more than five hours a day. They creatively used Facebook to follow up on news, contact friends for study, and keep pictures. Creative usage was more common among male students than female students. In addition, public university students had a higher mean score of creative uses than those from other types of university. Significant differences were found in nearly all items except sharing personal experiences with others.
Despite a very successful first four years as a teacher educator, it became clearly evident that face-to-face learning had limitations. Of particular note was the vacuum of isolation that existed in between weekly class sessions, where students and instructor had limited opportunities to discuss and explore course issues. Hence, the world of online blogging, a form of asynchronous communication in between classes, organically developed as an attractive pedagogical tool. Through emergent research designs rooted in action research, reflective practice, and self-study of teacher education practices, this paper will explore my experience incorporating online blogging while teaching twelve courses in a Canadian teacher preparation program over a two-year period. Through numerous communication mediums with my students, I discovered that online blogging cultivated (a) student engagement and motivation for learning, and (b) the building of relationships through interactive virtual communities. In sum, I believe that an online blogging component in any face-to-face course creates an inclusive model of education that affords both teachers and students a blended curriculum that is dynamic, flexible, and engaging.