ERIC Number: EJ1323833
Record Type: Journal
Publication Date: 2022-Mar
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-2395
EISSN: N/A
Undergraduate Students Engagement in Formal and Informal Learning: Applying the Community of Inquiry Framework
Chatterjee, Suparna; Parra, Julia
Journal of Educational Technology Systems, v50 n3 p327-355 Mar 2022
The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, "How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?" The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included: (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning.
Descriptors: Undergraduate Students, Learner Engagement, Informal Education, Educational Technology, Preservice Teachers, Social Media, Communities of Practice, Inquiry, Learning Activities
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A