Background: This research paper presents a cross-sectional study that examinefs the preferences of students for hybrid teaching and learning scenarios. Unlike previous studies that merely describe hybrid scenarios, this research prioritizes them, offering evidence-based findings for informed policy decisions. Methods: The data collection method…

Background: Gender differences in the use of educational environments and social media platforms have been a topic of interest in research. Several studies have examined the disparities between female and male participants in terms of participation, engagement, and motivations in either educational or social media platforms. On this end, this…

Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term "digital dissonance" to…

In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties and relate this to Bakhtin and a dialogic understanding of networked learning. These theoretical ideas are applied to the examination of two networked settings in which educational leaders exchange ideas and…

This article explores the social network of learning beyond a functional understanding of social relations. It describes and interprets the realities of networked learning within a particular postgraduate course in an English university setting. It draws attention to some of the limitations of the increasing interest in the use of social network…

The paper reports a study that investigated the construction of a common identity in an online Italian forum of psychologists based on asynchronous CMC. Discourse analysis was carried out on 20 discussions, and three Interpretative Repertoires were identified: (i) Professional Boundaries, (ii) disempowered psychology and (iii) psychology and…

The purpose of this study was to document typical use and configuration of 1:1 computing in two schools focusing on the added value and unique challenges these uses present. A qualitative case study design was used in two middle schools (sixth, seventh and eighth grade) in the south-eastern United States purposefully selected for their 1:1…

Describes a new synchronous collaborative environment that combines interactive learning and Group Support Systems for computer-mediated collaboration. Illustrates its potential to improve critical thinking, problem solving, and communication skills, and describes how teachers' roles are changed. (Author/LRW)

This paper illustrates a 5-year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face-to-face approach, computer mediated collaborative learning techniques…

This paper reports a phenomenographic investigation into students' experiences of learning through discussion--both online and face to face (F2F). The study context was a second-year undergraduate course in psychology for social work in which the teacher had designed discussion tasks to begin in F2F mode and to continue online. A combination of…

Assesses distance learners' reactions to STILE (Students' and Teachers' Integrated Learning Environment), a project which used computer-mediated communication in the United Kingdom and Europe. Findings in four areas are discussed: (1) availability to collaborate; (2) interest in exercises for groupwork; (3) collaboration on extra material; and (4)…

The Open University implemented a project called M205-STILE (Students' and Teachers' Integrated Learning Environment), a fundamental computer science course, with 110 distance learning students and nine tutors in the United Kingdom and Europe. This article examines, from student and tutor perspectives, the knowledge, social, and motivational use…

Explores gender differences in the use of computer-mediated communication in a specific learning context by a small group of postgraduate distance learners and their tutors at the University of Sheffield. Uses content analysis of online dialog to investigate learning and socioemotional behavior. (Author/LRW)