The appropriation and repurposing of social technologies in higher education
By A. Hemmi, Siân Bayne, Ray Land. Journal of Computer Assisted Learning, 2009
355 citations recorded by the source corpus.
This paper presents some of the findings from a recent project that conducted a virtual ethnographic study of three formal courses in higher education that use 'Web 2.0' or social technologies for learning and teaching. It describes the pedagogies adopted within these courses, and goes on to explore some key themes emerging from the research and relating to the pedagogical use of weblogs and wikis in particular. These themes relate primarily to the academy's tendency to constrain and contain the possibly more radical effects of these new spaces. Despite this, the findings present a range of student and tutor perspectives which show that these technologies have significant potential as new collaborative, volatile and challenging environments for formal learning.
Subfields: Communication, Education, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/ee979c2f33ffccf2f639d94522737dee0ae2dc0b
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In Communication
In Education
Citations in the corpus
- Understanding students' perceptions of the benefits of online social networking use for teaching and learning (2015, background): “Contemporary social technologies are used by hundreds of millions of users, available for free, and are engaging and fun to use, making them appropriate to be harnessed for teaching and learning and in particular to enhance social interactions (Brown, 2010; Hamid, Waycott, Kurnia, & Chang, 2014; Hem”
- Higher education scholars' participation and practices on Twitter (2012, background): “…in and experience social networks (Veletsianos & Kimmons 2011b), especially because higher education faculty frequently appropriate technologies not originally designed for their profession (e.g. Twitter) and repurpose them to fit scholarly objectives (Hemmi et al. 2009; Veletsianos 2010).”