Skip to main content
International Journal of Educational Technology in Higher Education
Download PDF

Use of Questions to Facilitate Social Learning in a Web 2.0 Environment

El uso de preguntas para facilitar el aprendizaje social en un entorno de web 2.0

RUSC, Universities and Knowledge Society Journal volume 8, pages 316–327 (2011)Cite this article

Abstract

Online social learning involves distributed learners interacting through the use of Web 2.0. In many cases, Web 2.0 interactions are limited to information exchange and do not provoke knowledge construction. Studies of concept mapping suggest that engaging with social learning via a question could encourage meaningful interaction, although this would be likely to depend upon affective conditions and the effort involved in asking and responding to these questions. In order to investigate this, the interactions of 1,229 participants on a social learning site were studied over an 11-week period. Data were also collected from a questionnaire distributed to all participants, and from feedback contributed during the project. These were analysed thematically to investigate the ways in which questions can be used to facilitate learning in a Web 2.0 environment. Analysis showed that participants were interested in broad topic areas, themes and issues rather than specific questions about these areas. They did not treat questions related to learning about the community and the website in the same way as questions related to learning about subject areas and content. The social use of questions online was identified as supporting meaningful learning interaction in nine ways.

Resumen

En el aprendizaje social en línea participan alumnos distribuidos que interactúan entre sí mediante la web 2.0. En muchos casos, las interacciones en la web 2.0 se limitan al intercambio de información y no promueven el desarrollo de conocimientos. Los estudios sobre mapas conceptuales sugieren que incorporar preguntas en el aprendizaje social podría favorecer una mayor interacción, aunque posiblemente esto dependerá de las condiciones afectivas y del esfuerzo que se invierta al plantear las preguntas y responderlas. Para investigar este supuesto, se han estudiado las interacciones de 1.229 personas inscritas en un sitio web durante un período de 11 semanas. También se han recopilado los datos extraídos de un cuestionario que se pasó a todos los participantes, así como las reacciones obtenidas en el transcurso del proyecto. Estos datos se han analizado temáticamente para investigar cómo pueden usarse las preguntas para facilitar el aprendizaje en un entorno de web 2.0. Los análisis han demostrado que los participantes estaban más interesados en temas, asuntos y cuestiones generales que en las preguntas específicas sobre cada ámbito. Los miembros de la plataforma han planteado de modo distinto las preguntas relacionadas con la comunidad y el uso del sitio web que las preguntas que les permitían conocer más a fondo ciertos contenidos y áreas temáticas. El uso social de preguntas en línea se ha identificado como una interacción de aprendizaje significativa y complementaria en nueve aspectos diferenciados.

Bibliography

  • BABIN, L.-M.; TRICOT, A.; MARINÉ, C. (2009). “Seeking and providing assistance while learning to use information systems”. Computers & Education, Vol. 53, No 4, pages 1,029–1,039.

    Article  Google Scholar 

  • BUCKINGHAM SHUM, S. (1996). “Analyzing the usability of a design rationale notation”. In: Moran, T. P.; Carroll, J. M. (eds.), Design Rationale: Concepts, Techniques and Use. Routledge, pages 185–216.

  • BUCKINGHAM SHUM, S.; Hammond, N. (1994). “Argumentation-based design rationale: what use at what cost?”. International Journal of Human-Computer Studies, Vol. 40, No 4, pages 603–652.

    Article  Google Scholar 

  • CAÑAS, A. J.; NOVAK, J. D. (2008). “Understanding Collaborative”. In: Okada, A.; Buckingham Shum, S.; Sherborne, T. (eds.), Knowledge Cartography: Software Tools and Mapping Techniques. London: Springer-Verlag, pages 25–46.

    Chapter  Google Scholar 

  • DEAKIN CRICK, R. (2009). “Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy”. Curriculum Journal, Vol. 20, No 1, pages 73–92.

    Article  Google Scholar 

  • DERBENTSEVA, N.; SAFAYENI, F.; CAÑAS, A. J. (2006). Strategies for encouraging functional behaviours in concept maps. Paper presented at the Second International Conference on Concept Mapping, San José, Costa Rica.

  • JONASSEN, D. H. (1997). “Instructional design models for well-structured and ill-structured problemsolving learning outcomes”. Educational Technology Research and Development, Vol. 45, No 1, pages 65–94.

    Article  Google Scholar 

  • JONASSEN, D. H.; ROHRER-MURPHY, L. (1999). “Activity theory as a framework for designing constructivist learning environments”. Educational Technology Research and Development, Vol. 47, No 1, pages 61–79.

    Article  Google Scholar 

  • LITTLETON, K.; HÄKKINEN, P. (1999). “Learning together: understanding the processes of computer-based collaborative learning”. In: DILLENBOURG, P. (ed.), Collaborative Learning: Cognitive and Computational Approaches. Oxford: Pergamon, pages 20–30.

    Google Scholar 

  • LITTLETON, K.; WHITELOCK, D. (2005). “The negotiation and co-construction of meaning and understanding within a postgraduate online learning community”. Learning, Media and Technology, Vol. 30, No 2, pages 147–164.

    Article  Google Scholar 

  • MACLEAN, A.; YOUNG, R. M.; BELLOTTI, V. M. E.; MORAN, T. P. (1991). “Questions, options and criteria: elements of design space analysis”. Human-Computer Interaction, Vol. 6, Nos 3&4, pages 201–250.

    Article  Google Scholar 

  • NEWMAN, R. S. (1994). “Adaptive help seeking: a strategy of self-regulated learning”. In: SCHUNK, D. H.; ZIMMERMAN, B. J. (eds.), Self-regulation of Learning and Performance: Issues and Educational Applications. Routledge, pages 283–304).

  • OKADA, A.; BUCKINGHAM SHUM, S.; SHERBORNE, T. (2008). Knowledge Cartography: Software Tools and Mapping Techniques. London: Springer.

    Book  Google Scholar 

  • PUUSTINEN, M.; VOLCKAERT-LEGRIER, O.; COQUIN, D.; BERNICTO, J. (2009). “An analysis of students’ spontaneous computer-mediated help seeking: A step toward the design of ecologically valid supporting tools”. Computers & Education, Vol. 53, No 4, pages 1,040–1,047.

    Article  Google Scholar 

  • ROACH, S. S. (1988). “Technology and the services sector: America’s hidden competitive challenge” In: GUILE, B. R.; QUINN, J. B. (eds.), Technology in Services: Policies for Growth, Trade and Employment. Washington DC: National Academies Press, pages 118–139.

    Google Scholar 

  • ROUET, J.-F.; PUUSTINEN, M. (2009). “Introduction to ‘Learning with ICT: new perspectives on help seeking and information searching’”. Computers & Education, Vol. 53, No 4, pages 1,011–1,013.

    Article  Google Scholar 

  • SEELY BROWN, J.; ADLER, R. P. (2008). “Minds on fire: open education, the long tail and Learning 2.0” Educause Review, Vol. 43, No 1.

  • STAHL, E.; BROMME, R. (2009). “Not everybody needs help to seek help: surprising effects of metacognitive instructions to foster help-seeking in an online-learning environment”. Computers & Education, Vol. 53, No 4, pages 1,020–1,028.

    Article  Google Scholar 

  • VAN OERS, B.; HÄNNIKÄINEN, M. (2001). “Some thoughts about togetherness: an introduction” International Journal of Early Years Education, Vol. 9, No 2, pages 101–108.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Open University, Walton Hall, Milton Keynes, MK7 6AA, UK

    Rebecca Ferguson

Authors
  1. Rebecca Ferguson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rebecca Ferguson.

Additional information

The Strategy Unit of The Open University funded this early Beta version of the SocialLearn initiative.

Rights and permissions

Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0), which permits use, duplication, adaptation, distribution, and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

Reprints and Permissions

About this article

Cite this article

Ferguson, R. Use of Questions to Facilitate Social Learning in a Web 2.0 Environment. Revista de Universidad y Sociedad del Conocimiento 8, 316–327 (2011). https://doi.org/10.7238/rusc.v8i1.993

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.7238/rusc.v8i1.993

Keywords

Palabras clave