Social networks can be places where students and teachers can learn from each other (Richardson, 2010). Facebook and Ning form groups that include people we know and share an interest with those we do not know. Educators using these sites move past friendship connections and explore collaboration and collective action. Following educators on Twitter creates a network where people can ask questions and get answers, link to blogs or resources, and share ideas for projects (Richardson, 2010). As a student and future educator in the virtual classroom, I can see both the benefits and challenges of using social media as part of the curriculum. First and foremost, I recognize the advantage of collaborating and sharing information with those outside of the classroom. Answers to questions can be answered by those with knowledge of the topic. The risk and challenge I find are that other opinions can be offered; however, information is not fact-checked. Knowledge from the first-hand experience can be useful, but in my area of criminal justice, it serves as a perspective on the topic. Evidenced-based information from peer-reviewed scholarly articles is the only thing that counts. This is not to say that I cannot be pointed in the right direction and narrow down my search for information.

Leaning on the idea that these technological advancements enhance the learning environment they can also inhibit the experience for some because of the misuse and abuse of these sites. For example, early on I highly favored Facebook. I originally started with exchanges of post and photos with family and friends. Eventually, I started using the availability to send money at no charge (Big mistake). As time passed, I started visiting sites for the community and certain organizations. Then along came individuals with malicious intent infiltrating reliable sites with misinformation (many times the information is seen and taken down but how long after?) Not to mention attaining personal and financial information from users. What I am pointing out is that even though these sites are some of the best ways to network, there is a certain hesitation here. Furthermore, I would like to add my concern goes past certain social media and apps; as a student and future educator it concerns me because I am not alone. I do not want to sound like a paranoid conspiracy theorist, however, I do have valid concerns. Right now I have a smart TV with tape over the camera. I do not worry about conversation as I have nothing to hide so my microphone does not bother me. In short, I believe there are too many other technological avenues that aid and contribute to the virtual classroom without going through current social media apps. That is not to say I discourage all from the implementation of social media in the classroom that has no problem with them. After all, I do still have a Facebook page.

Work Cited

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.

Chapter 6, “The Social Web: Learning Together” (pp. 85–99)

Chapter 9, “Social Networks: Facebook, Ning, Connections, and Communities” (pp. 131–146)

Teachers must be able to make wise, informed decisions about technology and its use in the classroom because sometimes technology will make a difference and sometimes it will not (Yadava, 2006). Technology can improve the teacher's job by providing tools that help keep track of their students and progress. According to Yadava (2006) technology has been useful in ways not imagined including their personal productivity. Most major universities are beginning to use and develop their own multimedia courses and course supplements (Lewis, 1997). This is evidenced by a quick glimpse of all of Walden’s multimedia resources available to enable students to supplement their learning experience. Apart from the interactive Blackboard, there are numerous webinars, videos, and other interactive mediums available for the students.

Work Cited

Lewis, c. (1997). Interactive multimedia brings new possibilities to adult learning. 

 Adult learning, Vol. 8, issue 5/6

Yādava, V. (2006). Using multimedia in education. [electronic resource]. New Delhi : Pragun Publications, 2006. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat06423a&AN=wal.EBC618295&site=eds-live&scope=site

In the virtual classroom student engagement is related to the social presence and is crucial to creating a successful learning environment (Dixson, Greenwell, Rogers-Stacy, Weister, and Laluer (2017). Dixson et al. cite Kuh (2003) defining online student engagement as the time and energy that students put toward their learning and a sense of being personally connected with classmates and instructors (Kehrwald, 2008). Dixson et al. (2017) state that prompt feedback from instructors in the virtual classroom allows the student to learn from prior mistakes while completing new assignments. Strong social presence or engagement in the virtual classroom the higher students are satisfied and promote more student engagement. One technology used in the virtual classroom is the Blackboard. Students interact with each other and the instructor by participating in discussion post and sometimes they are broken down into groups to complete projects. One technology that does not have the same engaging effect in the virtual classroom as it does in traditional classes are powerpoints. Not all powerpoints in the virtual classroom are narrated. Powerpoints presented in this manner leaves the student having to research the information further at times. Because time is limited, the student may click through the powerpoint and then move on without a clear understanding.

Work Cited

Dixson, M. D., Greenwell, M. R., Rogers-Stacy, C., Weister, T., & Lauer, S. (2017). Nonverbal immediacy behaviors and online student engagement: Bringing past instructional research into the present virtual classroom. Communication Education, 66(1), 37-53. doi:10.1080/03634523.2016.1209222

The relevance of CSCL and The Virtual Classroom in Higher Education

I selected Computer-supported collaborative learning (CSCL) for this blog because this technology should be explored further to explain its usefulness in higher education. CSCL is a useful tool in higher education that has many advantages which support and enhances the learning process. According to Prapinpongsakorn, Suwannatthachot, and Vicheanpanya, (2017) CSCL promotes the learning process through peer interaction, and it motivates community members to share resources that engage in collaborative learning processes. Furthermore, students create knowledge and meaning through the interactions with each other along with the instructors and their community (Palloff, Palloff, and Pratt, 2013). The CSCL educational media system uses technology to support team learning and a collaborative atmosphere that is student-centered. Different technological mediums such as blogs, chat, email video conferencing etc. are used, and they also allow distant communities to collaborate with each other. There are different types of CSCL tools including LMS: Schoology, online collaborative/cognitive tools, online collaborative mind-mapping tools: Mindmeister, Cloud storage, and workspace: Google Drive and Google Docs, Online whiteboard: Stormboard, and Social networking tools: Facebook.

There are a couple of ways I would incorporate CSCL into my professional practice would be to engage my students in activities such as this one (my blog) I am participating in now. Participating in this activity requires me to not only read and research my topic but to explore my classmates topic as well. Through the use of critical thinking, I am building knowledge on a variety of topics and issues. Secondly, I would incorporate a more rigorous requirement for interaction and collaboration between students when working on projects together. One thing I have noticed in the online campus is that students are broken down into groups and are assigned a certain task. Each student may do their part, and as long as it is presentable, there is not an active conversation about the project itself. It is finalized and submitted. I may require at least two video conferences to discuss the project. One midway to see where everybody is on their assignment (to provide feedback and help) and one before submission to discuss what was found.

I selected the virtual classroom because it enables teachers, professors, and students alike to travel outside of the traditional classroom and explore the world. The virtual classroom is a very cost-effective way to provide knowledge and information for those students that would not be able to experience the world around them due to limitations in funds for field trips. On the other hand, it also provides experiences to those that are in distant rural areas around the world. In higher education, the virtual classroom allows students to return to school with minimal disruption to the daily activities like working and caring for the home and family. The virtual classroom is not just a matter of transforming the face-to-face lecture to an online format; there has to be a specially designed program that will address all of the student's needs. First of all online lectures is not the best way to engage students at a distance (Palloff et al., 2013). Secondly, online classes are not meant to enroll in full classes like in face-to-face instruction; therefore institutions need to be mindful when setting class limits and consider the extra requirements that need to be met. For example in the virtual classroom, it is up to the instructor to forge a relationship with the students by addressing them individually instead of only relying on blanket communication text and or videos. Some institutions have combined classes where part of it is online and part of the class meet face-to-face. In this combination, the instructor will use CSCL tools to fulfill the online portion of the course.

Work Cited

Building a learning community among faculty, librarians and students using computer-supported collaborative learning: An activity theory approach. (2017). 2017 IEEE 9th International Conference on Engineering Education (ICEED), Engineering Education (ICEED), 2017 IEEE 9th International Conference on, 80. doi:10.1109/ICEED.2017.8251169

Palloff, R. M., Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom. [electronic resource] : the realities of online teaching. San Francisco, CA : Jossey-Bass, c2

Computer-supported collaborative learning (CSCL) and the Virtual classroom

Two educational technologies I am interested in are Computer-supported collaborative learning (CSCL) and the Virtual Classroom. According to Duque Reis, Isotani, Rodriguez, Lyra, Jaques and Bittencourt (2018) investigates the use of technologies in collaborative learning contexts for the promotion of students’ interaction and collaboration and maximization of their learning achievement. Computer-supported collaborative learning provides the opportunity to share knowledge with multiple students using technology as the primary source. This type of education is not limited to online schools but can be applied to traditional educational institutions as well. Virtual learning is web-based and integrates computer activities along with virtual activities. This type of education involves teaching through the use of technological tools. Computer generated software provides instructors and students with the opportunity to experience learning beyond the traditional classroom. For example, students are able to take field trips without leaving the school, and in distant learning, students can experience the same experience at home. According to Van Beek (2011) personal computers and the internet have revolutionized entire sectors of American society which has led to the transformation of the way students learn. Virtual learning can improve student achievement, educational access and it is cost effective.

Work Cited

Duque Reis, R. C., Isotani, S., Rodriguez, C. L., Lyra, K. T., Jaques, P. A., & Bittencourt, I. I. (n.d). Affective states in computer-supported collaborative learning: Studying the past to drive the future. Computers & Education, 12029-50.

Van Beek, M. (2011). Introduction: What is “virtual learning”? Mackinac Center for Public Policy. Retrieved from: https://www.mackinac.org/14475