同龄人群在混合学习空间中的社交媒体互动
David P Smith1, Sophie M Pearce1, Iosif Giechos1
1School of Biosciences and Chemistry, Sheffield Hallam University, Sheffield, S1 1WB, U.K.
Emerging topics in life sciences
|January 21, 2026
概括
本科生使用社交媒体在混合环境中进行点对点学习,在面对面的课程中形成数字网络. 教育工作者应指导早期组建,以增强动机和学习,确保包容性.
科学领域:
- 教育技术的教育技术
- 社会媒体在教育中的作用
- 高等教育教学的教学.
背景情况:
- 混合学习环境需要有效的同行互动.
- 社交媒体平台越来越多地融入到学生的交流和学习中.
- 了解学生主导的数字网络形成对于优化学习体验至关重要.
研究的目的:
- 探索本科生如何形成和参与点对点社交媒体互动.
- 在混合学习环境中识别平台,交互类型和对学生体验的影响.
- 分析物理空间在启动数字同行网络中的作用.
主要方法:
- 158名本科生回答了调查问卷.
- 来自生物科学和化学的12名参与者的焦点组数据.
- 将"形成,存储,规范,性能"框架应用于数字同行网络.
主要成果:
- WhatsApp,Snapchat和Instagram是讨论课程的主要平台.
- 社交媒体团体经常在面对面的会议中发起,这表明了身体接近的重要性.
- 学生报告说动机,出席和学习增加,但排斥造成了参与障碍.
- 大队列和较小的同行群体之间存在动态相互作用,服务于不同的功能.
结论:
- 教育人员早期促进数字群组形成对于包容性和有效的混合学习至关重要.
- 需要明确的指导来防止学生领导的社交媒体团体中的错误信息.
- 数字同行网络显著影响学生的动力,出席率和学习成果.
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