Empowering Mobile Assisted Social E-Learning: Students’ Expectations and Perceptions

Jenny Wang, Wei-Chieh Wayne Yu, Emily Wu

Abstract


The aim of the present study was to empower mobile assisted social e-learning (eMASE) module that was designedbased on social constructivism theory in higher education settings. This study reports findings from a group ofundergraduates’ expectations and perceptions of e-cooperative learning using mobile social networking apps. TheeMASE module of the course was carefully designed by organizing various group activities which were emphasizedto encourage social interaction and promote collaborative learning among students. The data come from two sets ofquestionnaires administered at the start and end of the course. The results indicated that using Web 3.0 technologiesin a learning environment was effective in enhancing collaboration and promote students’ learning motivation andconfidence.

Full Text: PDF DOI: 10.5430/wje.v3n2p59

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This work is licensed under a Creative Commons Attribution 3.0 License.

 

World Journal of Education
ISSN 1925-0746(Print)   ISSN 1925-0754(Online)

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