A Social Learning Management System Supporting Feedback for Incorrect Answers based on Social Network Services

In this research, we propose a Social Learning Management System (SLMS) enabling real-time and reliable feedback for incorrect answers by learners using a social network service (SNS). The proposed system increases the accuracy of learners' assessment results by using a confidence scale and a v...

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Bibliographic Details
Published in:Educational Technology ＆ Society 2016-04, Vol.19 (2), p.245-257
Main Authors: Son, Jiseong, Kim, Jeong-Dong, Na, Hong-Seok, Baik, Doo-Kwon
Format: Article
Language:English
Subjects:
Accuracy
Collaborative learning
College Students
Computer supported collaborative learning
Design and construction
Educational Technology
Electronic learning
English (Second Language)
Experiential learning
Feedback
Feedback (Psychology)
Feedback (Response)
Foreign Countries
Full Length Articles
Handheld Devices
Information feedback
Integrated Learning Systems
Language Tests
Learning
Learning management systems
Management science
Measurement Techniques
Methods
Observational learning
Online learning
Online social networking
Quasiexperimental Design
Second Language Learning
Social learning theory
Social media
Social networking
Social Networks
Student Attitudes
Student Evaluation
Student Surveys
Teaching Methods
Technology Uses in Education
Telecommunications
Tests
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Summary:In this research, we propose a Social Learning Management System (SLMS) enabling real-time and reliable feedback for incorrect answers by learners using a social network service (SNS). The proposed system increases the accuracy of learners' assessment results by using a confidence scale and a variety of social feedback that is created and shared through learners' personal SNS connections. The system measures the intimacy between learners and their SNS friends, as well as the registered feedback time for reliable social feedback. We examined the performance of the proposed SLMS in relation to collaborative learning through the measurement of learners' level of satisfaction.
ISSN:1176-3647
1436-4522
1436-4522