Medium

4.3.4.1 Meaning Structure

This category has some superficial similarity with the previous category since it is also

characterised by the use of technology for learning through connections. But there are

important differences between them as well. Those responses indicating this conception

focussed on a different aspect of technology on learning through connections compared

to the previous one. While the previous category focussed on the LMS as a tool, this

category of description was dominated by the importance of two-way communication

with a focus on the social aspects of communication:

“Technology facilitates both formal and informal interactions. Social media do more far than simply connect students. In fact, we share information, post comments, write responses, give our opinions and discuss a matter. As a result, we could build social relationships.”

“Technology supports communication. Email, chat and phone are important in keeping in touch with teachers and other group members.”

For example, social media were seen as medium communication tools for online

learning through connections:

“Social media such as Facebook, discussion boards are valuable tools for exploring a topic together because these tools let us to share and spread our ideas and meanings to each other. In this sense, we could compare different understandings or perspectives to find differences as well as similarities.” “We had a course group on Facebook that connected students for discussion and communication around a course work or a subject of interest.”

134 Those responses indicating this conception also centred their focus on the role of

technology in mediating the connection between students and teachers:

“…Email, chat and phone are important in keeping in touch with teachers…”

4.3.4.2 Structure of Awareness

Responses in this category brought the communication medium to the fore of

awareness. In this category, the theme centred on the process of establishing

communication through social interactions between two or more students, and between

students and teachers. The communication might be synchronous (cell phones or instant

messaging) and asynchronous (e.g., email, sharing information on virtual places).

The thematic field of awareness for this category was social aspects. Awareness

concerning social aspects referred to social context in which communication took place.

This context was associated with the experience and was thus relevant to the theme of

awareness but not in focus. Therefore, it formed the background of awareness and was

situated in the thematic field. Some examples to illustrate a social context would be

discussion:

“We do discussions online. A Facebook group becomes a discussion board.” “Facebook can keep me updated with the latest information of my group.” “I read and respond to posts on my learning group on Facebook.”

“Individuals are able to practise language with others online.” “Technology helps me learn English with others online.”

135

Figure 4.8 Structure of awareness for medium

4.3.4.3 Dimensions of Variation

1. Particular context

The focus here was on different contexts, in which learning through connections

was situated:

“In many ways, technology helps students interact together around a project.” “The emergence of networked technologies provides ways to support online social interactions. Social interaction is an important aspect of learning…because social interactions involve sharing, engagement, conversation and discussion. Technology transmits ideas, opinions and information to each other. As a result, information can be distributed to each other.”

“Technology supports instructional methodologies such as a group-based instruction. The use of technology allows us to connect to others. If I want to find others for networking, I could find them on Facebook. A group on Facebook helps to organise group members around a particular subject.”

“PowerPoint and Word are useful for presenting our project.”

2. Use of technology

The technology was perceived as a medium for both synchronous and asynchronous

136

“In fact, we share information, post comments, write responses, give our opinions and discuss a matter.”

“We do discussions online. A Facebook group becomes a discussion board.” “Facebook is a place where we can share and discuss issues related to our project.”

Those responses indicating this conception seemed to use different forms of

communication that were best-suited for different people, and for different

purposes:

“Email, phone and a Facebook group are important for us to collaborate together on a group-based assessment. We created a group on Facebook for collaborating group members.”

“Feedback on my knowledge is important to me because it helps me to see a matter from a more comprehensive point of view.”

“Technology opens up possibilities in group work that strengthen collaboration among group members. Technology supports asynchronous and synchronous communication. Google drive, for example is used to sharing files.”

“I contact with my teachers via emails and cell phones.”

“Technological tools allow us to represent our ideas or arguments in a way that let others to be able to read, discuss and comment; for example, discussion forum is an example. People can read, commend and reply to each other’s view of point. PowerPoint is another example for group presentation.”

4.3.4.4 Summary

137 Medium

Meaning Structure Key quotes

The role of technology as a medium for mediating learning through connections.

Technology facilitates both formal and informal interactions. I contact with my teachers via emails and cell phones. Email, phone and a Facebook group are important for us to collaborate together on a group-based assessment.

Structure of Awareness

Theme: Communication medium Thematic field: Social aspects

Margin: Prior experience and digital literacy

Dimensions of variation

Particular context

This dimension of variation concerns different contexts in which learning through connections is situated. Use of technology

The use of technology as a medium for both synchronous and asynchronous communication

Table 4.7 Summary for category of description – medium

4.3.5 Conclusion

The analysis of the data revealed three qualitatively different categories in which the

roles of technology in mediating learning through connections were perceived. These

categories of description are related within a hierarchy of inclusiveness (Figure 4.5).

Flexibility conceived the role of technology in providing students greater flexibility in

learning through connections in terms of time and place.

Tool emphasised the role of LMS as a tool for learning through connections. This

category was frequently presented in the data, being coded 14 times, meaning that it

was among the most frequently occurring categories.

Medium focussed on the role of technology to support both synchronous and

138