Active VELS (VISTAS) VELS (VISTAS) line 3-City, Country line

ActiveLearning through Social Media : A SurveyS. Sankari1                                                                             Dr.P.

Sripriya2                   M.Phil  Research Scholar                                                             Associate ProfessorDeptof Computer Application                                               Deptof Computer Application                        VELS (VISTAS)                                                                         VELS(VISTAS)line3-City, Country                                                                line3-City, Country    [email protected]                                                      line 4-e-mail address if desired Abstract—This survey is based on how to make utilize the social media into a game-basedlearning and with the help of various applications instead of affectingstudents by using social media discussed related based on the active learning,with the main intention of provoking learners’ aim instead of instructing thecourses. Thus, increasing learning purpose by game-based learning becomes atypical tutorial strategy to boost learning actions. However, it’s challengingto design fascinating games combined with courses.

However, in the pastgame-based learning, students were brought together in common places for varioustimes of game-based learning. Students learning was restricted by time andarea. Therefore, for students’ game-based learning at any time and in anyplaces, based on theories of design elements of online community game with thehelp of social media. Questionnaire survey is conducted to seek out if thedesign of non-single user game is adorable for students to take part ingame-based learning. In order to make sure that the questionnaires can be thetest to analyse students motive to play games, by statistical program of socialscience; this study endorse reliability and validity of items of questionnaireto effectively control the result of online community games on studentslearning intention.Keywords—SocialNetwork game,game-based learningI.       INTRODUCTIONLearning based game has been provento be a kind of learning method that allows students to organize knowledgethrough the game content in the game process and in turn elevate learningmotivation 1.

Compared to traditional education in which students passivelyreceive knowledge. Game -based learning allows students to actively participatein game activities 2, which not only strengthens but also maintains studentlearning motivation, making them willing to spend time on learning 3.However, in view of the fact that it is not easy to design a system thatcombines game elements and course content, Echeverria proposed the design methodfor course knowledge systems, combining game elements and course knowledge.

Thefictional story of the story or the interaction with fictional characterscorresponds to suitable course content, in turn combining the course and thegame 4. However, since traditional game-based learning tends to causetemporal and spatial constraints for students, in order to break through theseconstraints, so that students can conduct game based learning at any time andplace, this study uses Aki Järvinen’s theory of social network game designelements as the basis to create the game in Facebook 5. Other than using the2006 feature of Facebook that permits third party development of apps, at thesame time the development of social network games is relatively simpler thantraditional video games, as well as faster and cheaper. Facebook provides aplatform for students to learn as they socialize, and this is used to explorethe activity process of students in social network games, further usingquestionnaires to explore whether the design of social network games canattract students to conductgame-based learning. In order to understand thegaming intentions of students, this study also uses SPSS to conduct reliabilityand validity testing on questionnaire questions, in hopes of understanding howsocial network games affect the learning. II.    METHODOLOGY USED  Fig 1.

Different ideas to utilize social networks Social media for personal resons: S:NO JOB % 1 Mental  break at work 40 2 Friends &family from work 60 3 Information&hlps 20  Social media platform: S:NO SOCIAL EDUCATION PROFESSIONAL % Face book One month One week Never 10 Twitter One week One day Never 30 You Tube One day Two week Never 74:50 Wikipedia One hours Two month Never 45 Blogs One week Tow day Never 150 Linkedin One month One month Never 4 Other Never One day Never 26   a) Social Media Usage Agreement Social Media Terms and Conditions·    Students are advised to act safely by hiding their personalinformation out of their posts. ·    Students agree to not use their family name, password,school name and location, or the other data that would change somebody to findand get in touch with them. ·    Students those who use social media for the purpose ofacademic resource they can enhance several activities in classroom. ·  Students must not  reply to the comments that make themuncomfortable. Instead, they ought to report these comments to the trainerimmediately.

 III.  RESEARCH STUDY- A SURVEY A.Abstract-Social LearningNetwork (SLN)In this paper, Abstract-SocialLearning Network (SLN) type of social network implemented among students,instructors, and modules of learning. It consists of the dynamics of learningbehaviour over a variety of graphs representing the relationships among theindividuals and processes involved in learning.

Recent innovations in onlineeducation, together with open online courses at numerous scales, in flippedclassroom instruction, and in professional and corporate training have conferred attentiongrabbing questions about SLN. Collecting, analyzing, and leveraging data aboutSLN causes potential answers to these queries,with facilitate from a convergence of modelling languages and styleways, like social network theory, science of learning, andeducation information technology. This survey article overviews a number ofthese topics, together with prediction, recommendation, and personalization, inthis emergent research area.B.  MOOCAdvanced educational technologiesare developing rapidly and online MOOC courses have become more prevalent,creating an enthusiasm for the seemingly limitless datadriven potentialitiesto have an effect on advances in learning and enhance the learning experience.For these potentialities to unfold, the experience and collaboration of the manyspecialists are necessary to improve data collection, to foster the developmentof better predictive models, and to assure models are interpretable andactionable.

The massive knowledge collected from MOOCs must be larger, not inits height (number of students) however in its width—more meta-data and data onlearners’ cognitive and self-regulatory states must be collected additionallyto correctness and completion rates. This more detailed articulation will helpopen up the black box approach to machine learning models where prediction isthe primary goal. Thus the data-driven learner model approach that uses finegrain data is conceived and developed from cognitive principles to makeexplanatory models with practical implications to boost student learning. Usingdata-driven models to develop and improve educational materials isfundamentally different from the instructor-centred model. In data-driven modelling,course development and improvement is predicted on data-driven analysis ofstudent difficulties and of the target experience the course is supposedproduce; it’s not supposed instructor self-reflection as found in purelyinstructor-centred models. To be sure, instructors will and may contribute tointerpreting data and making course redesign decisions, however ought toideally do so with support of cognitive psychology expertise. Course improvedin the data-driven modelling and it is additionally supported course-embeddedin vivo experiments(multiple instructional designs randomly assigned tostudents in natural course listening to an instructor’s delivery ofinformation, but is primarily regarding students’ learning.

By example, bydoing and by explaining. In addition to avoiding the pitfall of developinginteractive activities that don’t offer enough helpful information to revealstudent thinking, MOOC developers and information miners should avoid potentialpitfalls within the analysis and use of data.C.  NPTEL      Thebasic objective of science and engineering education in India is to plan andguide reforms that may remodel India into a strong and vibrant knowledgeeconomy. In this context, the focus areas for NPTEL project arei)        higher education,ii)      professional education,iii)     distance education andiv)    continuous and open learning,roughly in this order of preference.      Workforce demand for trained engineers and technologists is way over the amount ofqualified graduates that Indian technical institutions will offer presently.Among these, the number of institutions having fully qualified and trainedlecturers altogether disciplines being tutored forms a small fraction.

Amajority of lecturers are young and inexperienced and are undergraduate degreeholders. Therefore, it is important for institutions like IITs, IISc, NITs andother leading Universities in India to disseminate teaching/learning content ofhigh quality through all available media. NPTEL would be among the foremost anda crucial step during this direction and can use technology for dissemination.India needs many more teachers for effective implementation of higher educationin professional courses. Therefore, strategies for coaching young andinexperienced lecturers to enable them carry out their academicresponsibilities effectively are a must. NPTEL contents are often used as corecurriculum content for training purposes. A wide range of students those whoare unable to attend scholarly in institutions through NPTEL will have accessto quality index from them. All those who are gainfully employed in industriesand all other walks of life and who need continuous training and updating theirknowledge can benefit from well-developed and peer-reviewed course contents bythe IITs and IISc.

 D. FlippedDigital ClassroomsFlipped digital classroom is atutorial strategy and a type of integrated learning that reverses thetraditional learning environment by delivering instructional content, oftenonline, outside of the classroom. It moves activities, together with people whomight have traditionally been thought-about homework, into the classroom. Inflipped classroom, students watch online lectures, student collaborate andinteract in online discussions, or they perform analysis and have interactionsin ideas among the classroom with the guidance of a mentoror the respectivefaculty. In the traditional model ofclassroom instruction, the teacher is commonly the central focus of a lessonand the primary disseminator of information during the class period. Theteacher responds to queries whereas students defer on to the teacher forguidance and feedback.

In a classroom with a traditional style of instruction,individual lessons may be focused on an explanation of content utilizing alecture-style. Student engagement among the traditional model is alsorestricted to activities in which students work independently or in small teamson an application task designed by the teacher. Class discussions are typicallyfocused on the teacher, who controls the flow of the spoken communication.1Generally, this pattern of teaching additionally involves giving students thetask of reading from a textbook or functioning a concept by working on aproblem set, for example, outside school.2 The flipped classroom that wantedlyshifts the instruction to a learner-centred model in which class time can beutilized that explores the vast topics in greater depth and creates purposefullearning opportunities, whereas instructionaltechnologies like online videosare used to ‘deliver content’ outside of the classroom.

In a flipped classroom,’content delivery’ might take a variety of forms. In general, the video lessonsare prepared by the teacher or any parties are used to deliver content, eventhoughthe online collaborative discussions, digital analysis, and text readings couldalso be used.345Flipped classrooms additionally redefinein-class activities. In-class lessons accompanying flipped classroom mayinclude activity learning or more traditional homework problems, among otherpractices, to engage students in the content. Class activities vary but mayinclude: using math manipulative and emerging mathematical technologies,in-depth laboratory experiments, original document analysis, debate or speechpresentation, current event discussions, peer reviewing, project-basedlearning, and skill development or idea practice67 as a result of  these varieties of active learning allow forhighly differentiated instruction,8 more time can be spent in class onhigher-order thinking skills like problem-finding, collaboration, design andproblem solving as students tackle troublesome issues, work in groups,research, and construct knowledge with the assistance of their teacher andpeers.9 Flipped classrooms are enforced in both schools and colleges and beenfound to have varying differences in the method of implementation.10E.

LearningManagement SystemAn LMS which delivers and manages tutorialdocuments or datas, and basically handles student registration, online courseadministration, and tracking, and assessment of student work.2 Some LMSs helpstheprogress towards learning goals and this can be identified.3 Most LMSs may beweb-based, to facilitate the access. LMSs are often used by regulatedindustries used for the training. This system include the performance based onthe management, which facilitate the employee appraisals, competencymanagement, skills-gap analysis, succession planning, and multi-raterassessments.

Some systems support competency-based learning. Though there are alarge variety of terms for digital aids or platforms for education, such ascourse management systems, virtual or managed learning platforms or systems, orcomputer-based learning environment.IV.

  CONCLUSIONThus the social network has createda meth, psychologically around the mindset of students, as emotionally bycollaboration and communication because of the growth and popularity. Ourcountry has two set of students, one side the well educated students and theother side uneducated students. Despite the importance of education, thestudents’ emotions are relatively littletheory-drivenempiricalresearchavailable to address this new type of communication and interaction phenomena.In this paper, we explored the factors that drive students to differentiate theeducated and uneducated student’s mindset. Exactly, we mainly focus on the useof social networks as intentional social action this can be examined using the relative impact of social influence, social presence, andthe five key values from the uses and gratification paradigm on We-Intention touse online social networks. An empirical study of students mindset (n = 182)revealed that our intension is to utilize social networks strongly that isdetermined by social presence.

Among the five values, social related factorshad the most significant impact on the intention to use. Implications forresearch and practice are discussed. V.

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