Dayuhang Pag-aaral

Ayon sa pag-aaral nina Chapman, Storberg-Walker, at Stone (2007) ang mag-aaral na

nagbahagi ng kanyang ideya sa pangkatang usaptroniko ay nag-aani ng positibong komento na

siyang dahilan upang ipagpatuloy ng mag-aaral ang positibong pakikipag-ugnayan nito sa

kanyang mga kamag-aral. Ang gawaing ito ay masasabing isang obligasyong sosyal na

maiparamdam sa iba na sila rin ay kasama.Halimbawa, kapag ang isang mag-aaral ay hindi

nakatanggap ng sagot o komento sa kanyang ibinahaging ideya,mararamdaman ng ibang mag-

aaral na obligado silang sumagot o magkomento upang maipagpatuloy ang talakayan sa

pangkatang usaptroniko.

Ayon sa isinagawang pag-iimbestiga nina Baglione at Nastanski (2007) tungkol sa kahalagahan

ng mga gamit o tools sa pakikipagtalakayan sa paraang onlayn ,pinag-aralan nila ang isyu na ito kasama
ang perspektiba ng mga guro. Nabanggit nina Baglione and Nastanski did mention the importance of
learning more about how to use online discussion tools in courses, particularly because the
implementation of online learning is becoming so widespread.

Making Sense of Group Chat through Collaborative Tagging and Summarization AMY X. ZHANG, MIT
CSAIL, USA JUSTIN CRANSHAW, Microsoft Research, USA……In this work, we studied how users of group
chat make sense of chat conversations when they need to catch up or look back, and we investigated
how marking up chat messages to provide additional structure could help. From presenting 15
interviewees with different representations of chat information, we determined the importance of
structure and discourse acts towards quickly understanding the gist and relevance of a chat
conversation. From these findings, we developed Tilda, a tool for participants to mark up an ongoing
chat conversation with various signals. The tool allows users to catch up on chat conversations through
structured and linked summaries automatically created from users’ notes and tags. From lab studies and
field studies, we find that Tilda is effective for both taking notes and catching up on conversation.

Teachers and Facebook: using online

groups to improve students’
communication and engagement in
education
Fernando Rezende da Cunha Jr
Claudia van Kruistum
 &
Bert van Oers

Feb.2016

Ayon sa pag-aaral na isinagawa nina Da Cunha at Kruistum(2016) na may pamagat na

“Teachers and Facebook: Using online groups to improve students’ Communication and

Engagement in Education”,ang pag-aaral na ito ay nagpapakita na ang paggamit ng SNS(Social

Networking Service) sa paaralan ay nag-uudyok ng pakikipag-ugnayan ng bawat mag-aaral at ng

mga guro,na nakatutulong upang magkaroon ng komunikasyon at kolaborasyon na hahantong sa

pagpapanatili ng relasyon ng bawat isa.Sa paggamit ng mga teknolohikal na kagamitan ng guro

at mga mag-aaral,binigyan ng halaga ang kontekstong sosyo-kultural na humahantong sa higit sa

pakikipag-ugnayan ng mga mag-aaral .

Ayon sa pag-aaral na isinagawa nina Zhang, Dong,, Sun, at Ying Li (2013) na mag titulong “Research on

Effectiveness Modeling of the Online Chat Group”,may mga bentahe sa paggamit ng pangkatang

usaptroniko tulad ng mga sumusunod:lahat ng mga mag-aaral ay maaaring makipag-ugnayan

kahit saang dako man sila narororoon,mas madali ang palitan ng impormasyon,pinapadali rin

nito ang pagsinop ng mga lumang mensahe.Ang mga chat o ang pakikipagpalitan ng mensahe ay
nasa anyong pampubliko kaya ang lahat ay malayang pakipag-ugnayan at malayang

makapagsalita.

Sa pag-aaral nina Mtshali,Maistry at Govender (2015) tungkol sa “Online Chats:A Strategy to

Enhance Learning in Large Classes”,lumabas na ang paggamit ng pangkatang usaptroniko ay

nagsisilbing imbakan ng mga kaalaman na maaaring pagkuhanan ng mga impormasyon sa

hinaharap.Maaari ring gamitin ito upang pagkuhanan ng rebisyon.Nag-uudyok rin ang

pangkatang usaptroniko para sa mga mag-aaral na makipag-ugnayan lalo na ang mga mag-aaral

na nag-aatubili na ipahayag at ibahagi ang kanilang pananaw sa harapang diskurso dahil sa

pgigingn mahiyain.Napupunan din nito ang puwang sa pakikipag-ugnayang sosyal at nagiging

kabilang ang bawat isa.

Online chats: A strategy to enhance learning in large classes

 Muntuwenkosi Abraham MtshaliI; Suriamurthee Moonsamy MaistryI; Desmond
Wesley GovenderII

Acknowledging the capacity of online chats to serve as knowledge

repositories, indicates that these chats could be used both as a source of
revision and also as a source of reference for future learning. Online chats
also offered a context for students who were reluctant to express their
thoughts and views in face-to-face discourse, owing to being shy. This
further suggests that students found online chats to provide a space that
promotes social interaction and inclusivity. This offers a useful explanation
as to how a course offered through a mixed-delivery mode, that combines
face-to-face learning and an online component, provides for students with
different personalities and learning styles.

Various studies (Godsk, 2014; Jaffer et al., 2007; Smith, D & Smith, K 2014) suggest that
information and communication technologies (ICTs) in the form of an online learning
management system (LMS) enable effective learning in classes of a large size. This article
responds to the quest for modifying secondary and higher education in Africa and other
emerging economies, which has led to the integration of ICTs and associated instructional
techniques such as e-learning into schools (Olson, Codde, DeMaagd, Tarkleson, Sinclair,
Yook & Egidio, 2011). Recent research conducted at Belgium's Ghent University (Montrieux,
Vangestel, Raes, Matthys & Schellens, 2015) and at Australia's Adelaide University (Wanner
& Palmer, 2015) have investigated and explored both students' and teachers' perceptions
about the benefits of blended learning, with findings suggesting that students benefitted
more than in traditional face-to-face lectures and purely online modes of teaching and
learning.

Studies conducted at Australia's University of Sydney (Bliuc, Ellis, Goodyear & Piggott,
2011) and at Spain's University of Granada (López-Pérez, Pérez-López & Rodriguez-Ariza,
2011) researched students' experiences of learning through a blend of face-to-face and
online discussion in a foreign policy course and a general accounting course, respectively.
The results suggested that students' academic performance as measured by their final
course marks improved, while the dropout rates dwindled over time.

Ayon sa pag-aaral ni Jinot(2020) na may a

THE ASYNCHRONOUS ONLINE DISCUSSION FORUM AS A LEARNING STRATEGY IN A DISTANCE LEARNING

ONLINE COURSE: A REFLECTIVE NARRATIVEi Belle Louis Jinotii

The asynchronous online discussion forum is the most effective technological tool and learning strategy
that may support online learning of adult learners from developing Belle Louis Jinot THE
ASYNCHRONOUS ONLINE DISCUSSION FORUM AS A LEARNING STRATEGY IN A DISTANCE LEARNING
ONLINE COURSE: A REFLECTIVE NARRATIVE European Journal of Open Education and E-learning Studies -
Volume 5 │ Issue 1 │ 2020 12 countries. Though the Open University of UK is a pioneer in the effective
delivery of online and distance education, higher education institutions in the developing world may do
their best to provide the most appropriate and liberating education. Through the effective asynchronous
online discussion forum, learners are provided with the technological and pedagogical support to meet
their educational needs for lifelong learning and professional development. They may connect, create,
critically communicate emerging knowledge through the community of learners, though diverse, yet
having the main objective of meeting the learning outcomes of the modules in the course. Collective
wisdom and collaborative learning are the drivers of generating collective intelligence among the adult,
working learners of online courses. However, we must aver that higher education institutions must leave
no stone unturned to acquire or develop the necessary technological infrastructure to offer a conducive
online learning environment, comparable to the OU H800 forum, and governments must endeavour to
address the problem of limited and costly access to the internet and the lack of electracy of learners,
who are willing to learn. It is also obvious from my professional experiences in my institution that the
technology is there: the university invests much in the acquisition of technological tools, but the
pedagogical use of these tools such as the asynchronous discussion forum in the Moodle system, to
support online learning is yet to be of educational interest to the management bodies.
Moreover, social networking technology had been used to supplement face-to-face courses to enhance
students’ sense of community in the context of higher education in Taiwan. The researchers indicated
that the majority of participants developed strong feelings of social connectedness and expressed
favorable feelings regarding their learning experiences in the classes where social networking sites were
used as a supplementary tools (Hung and Yuen, 2010).

In Thailand, Van De Bograt and Wichadee examined how undergraduate students accepted LINE in
terms of using it for classroom-related activities such as submitting homework, following up course
information queries, and downloading materials. They found that perceived usefulness and attitude
toward usage had positive relationships with intention to use while perceived ease of use was positively
related to perceived usefulness (Van De Bogart and Wichadee, 2015).

Digital era has changed the way students are educated. Social dimension and human interaction have
played more significant roles in learning and teaching especially in higher institutions. Instructors and
students have shared and learned more from one another by using newer ICT. Web 2.0 introduced
many users to generate, share, and reuse contents using SNS like Facebook, Twitter, and LINE. LINE chat
application was the second largest SNS application utilized by Thai communities. It is not only facilitating
higher education environment, but also helping Thai students who often prefer to listen rather than
speak to communicate with their teachers in virtual worlds instead of face-to-face world. The hypothesis
was accepted as there was the influence of motivational goals for using SNS usage and computer self-
efficacy towards e-learning effectiveness. The highest impact was motivational goals for using SNS usage
followed by computer self-efficacy affecting e-learning effectiveness. These results confirmed that the
LINE chat application program, as an e-learning effectiveness environment, allowed students to contact
teachers more efficiently and effectively (Novo-Corti et al., 2013).

Sanggunian

1.School of Information & Electronic Engineering, Zhejiang Gongshang University, Hangzhou, 310018, China

Information Management Center, Training Department, Information Engineering University, Zhengzhou,

450002, China

2.School of Education, University of KwaZulu-Natal, Edgewood Campus, South Africa. 

Department of Computer Science Education, University of KwaZulu-Natal, Edgewood
Campus, South Africa 

3.F. Gao, T. Zhang, and T. Franklin, “Designing asynchronous online discussion environments: recent
progress and possible future directions,” The British Journal of Educational Technology, vol. 44, no. 3,
pp. 469–483, 2013.
4.EXPLORING STUDENTS’ E-LEARNING EFFECTIVENESS THROUGH THE USE OF LINE CHAT APPLICATION
Asst. Prof. Tassaneenart Limsuthiwanpoom1 , Penjira Kanthawongs, Ph.D.2 , Penjuree Kanthawongs3
and Sasithorn Suwandee3 1 School of Accounting, Bangkok University 2Business Computer Department,
School of Business Administration, Bangkok University Phahonyothin Rd., Pathum Thani 12120 Thailand
3 School of Business Administration (International Program) Kasem Bundit Univesity, 1761 Phatthanakan
Rd., Bangkok 10250 Thailand

Ayon sa pag-aaral na isinagawa nina Limsuthiwanpoom, Kanthawongs at Suwandee (2016),binago ng

digital era ang paraan ng edukasyon ng mga mag-aaral.Ang mga guro at mga mag-aaral ay nakikipag-
ugnayan sa bawat isa sa pamamagitan ng paggamit ng mga makabagong aplikasyon o SNS tulad ng
Facebook,Twitter at Line.Lumalabas na ang Line chat application ay ang pangalawang pinakamalaking
SNS application na ginagamit ng mga estudyanteng Thai.Sapagkat hindi lamang nito pinapadali ang
edukasyon,ngunit tinutulungan din ang mga mag-aaral na kadalasang mas gustong makinig kaysa
magsalita upang makipag-usap sa kanilang mga guro sa mundo ng birtwal kaysa sa harap-harapan o
personal na pakikipag-usap.

Utilizing Facebook and Messenger Groups as Platforms for Delivering Mathematics Interventions in
Modular Distance Learning Alvin Odon Insorio 1,2,3* , Jocelynda Almendrala Olivarez 3

he increase of mean scores from pretest to posttest shows significant findings on the utilization of
Facebook and Messenger groups as platforms to deliver the interventions. Statistically, a significant
difference was established. It means the interventions via Facebook and Messenger groups helped the
students to perform well academically in mathematics. They understand the mathematics concepts
better by consuming interventions repeatedly and answering the assigned task quickly because they
know how to do the assigned activities and deal with them. However, they expected a regular posting of
interventions to sustain their motivation to consume teacher-made videos and materials. Also, they
suggested having advance notification if the teacher will post those materials, and the teacher may
conduct a simple survey to know if the students are done with the previous tasks.

Ayon sa pananaliksik nina Insorio,Olivarez (2020)

Ang LINE chat application ay ang pangalawang

pinakamalaking SNS application na ginagamit ng mga
Thai na komunidad. Hindi lamang nito pinapadali ang
kapaligiran sa mas mataas na edukasyon, ngunit
tinutulungan din ang mga mag-aaral na Thai na
kadalasang mas gustong makinig kaysa magsalita
upang makipag-usap sa kanilang mga guro sa mga
virtual na mundo sa halip na harap-harapang mundo.

Digital era has changed the way students are educated. Social dimension and human interaction have
played more significant roles in learning and teaching especially in higher institutions. Instructors and
students have shared and learned more from one another by using newer ICT. Web 2.0 introduced
many users to generate, share, and reuse contents using SNS like Facebook, Twitter, and LINE. LINE chat
application was the second largest SNS application utilized by Thai communities. It is not only facilitating
higher education environment, but also helping Thai students who often prefer to listen rather than
speak to communicate with their teachers in virtual worlds instead of face-to-face world. The hypothesis
was accepted as there was the influence of motivational goals for using SNS usage and computer self-
efficacy towards e-learning effectiveness. The highest impact was motivational goals for using SNS usage
followed by computer self-efficacy affecting e-learning effectiveness. These results confirmed that the
LINE chat application program, as an e-learning effectiveness environment, allowed students to contact
teachers more efficiently and effectively (Novo-Corti et al., 2013).

Using Facebook Messenger to Improve

Online Discussions
Researchers-caroline Murray,martin Riedl,Natalie Stroud

University of Texas at Austin

Moody College of Education

Ayon sa pananaliksik nina Murray,Riedl at Stroud (2020) na may titulong ”Using Facebook
Messenger to Improve Online Discussions”,lumalabas na maganda ang daloy ng usapan sa pamamagitan
ng paggamit ng Facebook Messenger.Ibinahagi ng mga respondente sa pag-aaral na ito na mas
maganda ang kanilang karanasan sa paggamit ng messenger sapagkat malaya nilang naibulalas ang
kanilang opinyon sa isang pangkatang usaptroniko kung saan sila kabilang.Mas pribado at personal ang
paggamit nito kaysa maglahad ng komento sa mismong Facebook page.Mas napagtutuunan rin ng
pansin ang isang pinag-uusapang aralin kapag gumamit ng usaptroniko.

 Although group chat participants felt that the group chats were just as dominated by a few people as
the large Facebook group was, members of the group chats rated people in their chat as more
respectful and civil than commenters in the Facebook group.
 Participants in the group chats asked each other more genuine questions and shared more personal
experiences than did commenters in the Facebook group. Conversations in the Facebook group
contained more inflammatory questions but were more likely to stay on-topic than the group chats.
This could be due to the type of people motivated to sign up for small groups or the quality of the
conversation inspired by these spaces, or both.
Those who participated in the training and group chats largely did not change their views of The
Weeds Facebook group or Vox in comparison to those who did not participate. There were also
mixed consequences for engagement:

 Participants in the group chats reported a decreased sense of loyalty to the Facebook group after
their small group chat experience, likely because nearly three-fourths of people found the
experience to be better than the large Facebook group experience.
 Of participants who said they would be willing to support Vox financially, group chat participants
said they would contribute more money on average than those who wanted to participate in the
group chats but weren’t able to do so based on the study design.

IMPLICATIONS
Receiving guidance on how to have tough conversations and then engaging in smaller, more
intimate conversations on Facebook Messenger can facilitate better political dialogue and
connections between people than commenting on posts in a large Facebook group. However,
group chats on Facebook Messenger are not a foolproof tool to increase audience engagement
with news organizations. Newsrooms should consider the time commitment involved with and
sustainability of moderating these political discussions.