Learning Mediated by Social Network for Education in K-12
Levels of Interaction, Strategies, and Difficulties
Bibliographic Data
| ID | 22048686 |
|---|---|
| Authors | Aluisio José Pereira (0000-0003-2960-3481, Universidade Federal de Pernambuco), Alex Sandro Gomes (0000-0003-1499-8011, Universidade Federal de Pernambuco), Tiago Thompsen Primo (0000-0003-3870-097X, Universidade Federal de Pelotas), Rodrigo Lins Rodrigues (0000-0002-3598-5204, Universidade Federal Rural de Pernambuco), Ronaldo Pereira Melo Júnior (0000-0003-0642-5328, Centro de Estudos e Sistemas Avançados do Recife), Fernando Moreira (0000-0003-3729-9387, Universidade Portucalense, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 2 |
| Pages | 100 |
| Publication date | 2023-01-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13020100 |
| OpenAlex | W4317036067 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
This study aims to capture evidence on the effectiveness of emergency remote learning mediated by educational technology according to the interaction levels of K-12 students. The study involved students from a public institution that adopted emergency remote learning during the COVID-19 pandemic. From a mixed approach that used quantitative and qualitative methods, data from 963 students were collected and analyzed on the domain and use of the virtual learning environment Redu. Data were collected through student interactions and classified according to eleven classes that were used to identify the level and characteristics of those interactions between students and educators. We also performed interviews with 13 students based on their interaction patterns (highly interact, sporadically interact, rarely interact) to characterize the students’ interaction strategies within the virtual learning environment and strategies without the use of the virtual learning environment. It was found that students seek other means to interact and to send requests for help, regularly interact about school content, participate in discussions, and contact peers and teachers. The results can serve as a basis for proposing new functionalities for virtual learning environments
Learning environment · Mathematics education · Multimedia · Social relation · Virtual learning environment · Computer Science · Education during COVID-19 pandemic · Educational Innovations and Technology · Impact of Technology on Adolescents · Psychology · Social Psychology
Algorithm as 136
Coronavirus disease 2019 (Covid-19)
The effects of social deprivation on adolescent development and mental health
Coping With the Pandemic
Alleviating the Challenges with Remote Learning during a Pandemic
Covid-19 remote learning experiences of youth with neurodevelopmental disorders in rural Appalachia
Engaging learners in the emergency transition to online learning during the Covid-19 pandemic
Student engagement in K-12 online learning amid Covid-19
How effective is peer interaction in facilitating learning? A meta-analysis
“Education cannot cease”
Students’ experience of online learning during the Covid‐19 pandemic
Mediated Interaction in the Digital Age
Remote or Removed
Interaction Through Technological Lenses
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |