Název: Vybrané přístupy k učení se od druhých v online prostředí
Variantní název:
- Selected approaches to learning from others in online environment
Zdrojový dokument: ProInflow. 2018, roč. 10, č. 2, s. 147-166
Rozsah
147-166
-
ISSN1804-2406 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/ProIn2018-2-8
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/138453
Type: Článek
Jazyk
Licence: CC BY 3.0 CZ
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Účel – Cílem článku je ukázat problematiku sociability jako jednoho ze stěžejních konceptů v teoriích, které se vztahují k vzdělávání v online prostředí. Učení se v kyberprostoru je tématem, které je výzkumně systematicky zkoumáno, ale přehledová studie k jeho vztahu k sociabilitě a sociálním interakcím vůbec do jisté míry chybí. Design/metodologie/přístup – Článek na počátku vymezuje téma online vzdělávání a dále se snaží sledovat klíčové koncepty a teorie, které s ním pracují, jako je konektivismus, kybergogika, imerzivní učení atp. Dále se zaměřuje na otázku, jakým způsobem je možné sociální interakce v online prostředí měřit a analyzovat. Výsledky – V rámci článku se ukazuje, že téma sociability je v online učení vnímané jako cosi esenciálního, jakkoli očima klasické pedagogiky by se mohlo zdát, že online prostředí vede k oslabování sociálních vazeb a interakcí, z hlediska teorií lze říci, že přechod z fyzického do digitálního prostředí má spíše charakter transformace, vedoucí k jiným možnostem komunikace a spolupráce. Originalita/hodnota – V závěru článku se pokoušíme stručně poukázat na fenomén social learning analytics, což je přístup k analýze učení spojený se studiem toho, jak studenti pracují v učebním prostředí směrem k modernějším nástrojům datové analytiky, analýzy sociálních sítí nebo webové analytiky, protože virtuální učební prostředí dnes není ohraničeno primárně vzdělávacím nástrojem, ale má platformní, decentralizovaný a distribuovaný charakter.
Purpose – The aim of the paper is to show the issue of sociability as one of the most difficult concoctions in theories that relate to online learning. Learning in cyberspace is a topic that is systematically explored in research, but a survey about its relation to sociability and social interactions is somewhat lacking. Design/methodology/approach – The paper initially defines the topic of online education and also tries to follow the key concepts and theories that work with it, such as connectivism, cybergetics, immersive learning, etc. It also focuses on how social interactions in the online environment can be measured and analyzed. Results – As part of the article, we demonstrate that the topic of sociability is perceived as something essential in online learning, although the eyes of classical pedagogues might seem to lead to a weakening of social relationships and interactions, from a theoretical point of view the transition from physical to digital it is rather the character of transformation, leading to other possibilities of communication and cooperation. Originality/value – At the end of the paper, we are attempting to briefly point out the phenomenon of social learning analytics, which is an approach to learning analysis associated with studying how students work in a learning environment towards more advanced data analytics tools, social network analytics, or web analytics, as the virtual learning environment is not delimited primarily by the educational tool, but has a decentralized distributed platform character.
Reference
[1] (2017). About Lifelong Learning programme. [Online]. Retrieved January 15, 2018, from http://eacea.ec.europa.eu/LLP/about_llp/about_llp_en.php
[2] Adamo, A., Bertacchini, P. A., Bilotta, E., Pantano, P., & Tavernise, A. (2010). Connecting art and science for education: learning through an advanced virtual theater with "talking heads". Leonardo, 43(5), 442-448. | DOI 10.1162/LEON_a_00036
[3] Anders, A. (2015). Theories and applications of massive online open courses (MOOCs): The case for hybrid design. The International Review of Research in Open and Distributed Learning, 16(6).
[4] Attwell, G. (2010). Personal learning environments and Vygotsky. http://www. pontydysgu. org/2010/04/personal-learning-environments-and-vygotsky.
[5] Auinger, A., Ebner, M., Nedbal, D., & Holzinger, A. (2009). Mixing content and endless collaboration–MashUps: Towards future personal learning environments. Universal access in human-computer interaction. Applications and services, 14-23.
[6] Baker, R. S., & Inventado, P. S. (2014). Educational data mining and learning analytics. In Learning analytics (pp. 61-75). Springer New York.
[7] Baker, S. C., Wentz, R. K., & Woods, M. M. (2009). Using virtual worlds in education: Second Life® as an educational tool. Teaching of Psychology, 36(1), 59-64. | DOI 10.1080/00986280802529079
[8] Bates, T. (2014). Comparing xMOOCs and cMOOCs: philosophy and practice. Online learning and distance education resources.
[9] Bawarshi, A. S., & Reiff, M. J. (2010). An Introduction to History, Theory, Research, and Pedagogy. Washington: Parlor press.
[10] Baym, N. (2002). Interpersonal life online. The handbook of new media, 4, 62-76.
[11] Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distributed Learning, 12(3), 98-118.
[12] Beneš, M. (2008). Andragogika. Grada Publishing.
[13] Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71.
[14] Bonneau, J., Anderson, J., Anderson, R., & Stajano, F. (2009, March). Eight friends are enough: social graph approximation via public listings. In Proceedings of the Second ACM EuroSys Workshop on Social Network Systems (pp. 13-18). ACM.
[15] Boulos, M. N. K., Hetherington, L., & Wheeler, S. (2007). Second Life: an overview of the potential of 3‐D virtual worlds in medical and health education. Health Information & Libraries Journal, 24(4), 233-245. | DOI 10.1111/j.1471-1842.2007.00733.x
[16] Brdička, B. (2008) Konektivismus–teorie vzdělávání v prostředí sociálních sítí [Online]. Retrieved January 15, 2018, from https://spomocnik.rvp.cz/clanek/10357/KONEKTIVISMUS---TEORIE-VZDELAVANI-V-PROSTREDI-SOCIALNICH-SITI.html
[17] Brdička, B. (2011a). Kolaborace nebo kooperace? [Online]. Retrieved January 15, 2018, from https://spomocnik.rvp.cz/clanek/14151/KOLABORACE-NEBO-KOOPERACE.html
[18] Brdička, B. (2011b) Jak budovat vzdělávací prostředí digitálních učitelů [Online]. Retrieved January 15, 2018, from https://spomocnik.rvp.cz/clanek/10701/JAK-BUDOVAT-VZDELAVACI-PROSTREDI-DIGITALNICH-UCITELU.html
[19] Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281). Joint Research Centre (Seville site).
[20] Castañeda, L., Dabbagh, N., & Torres-Kompen, R. (2017). Personal Learning Environments: Research-Based Practices, Frameworks and Challenges. Journal of New Approaches in Educational Research, 6(1), 1. | DOI 10.7821/naer.2017.1.229
[21] Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.
[22] Craig, E. M. (2007). Changing paradigms: managed learning environments and Web 2.0. Campus-Wide Information Systems, 24(3), 152-161. | DOI 10.1108/10650740710762185
[23] Cutroni, J. (2010). Google Analytics: Understanding Visitor Behavior. "O'Reilly Media, Inc.".
[24] Černý, M. (2018). Využití nástrojů webové analytiky pro pochopení učení v online prostředí. ProInflow: Časopis pro informační vědy, 10(1).
[25] Černý, M. Co je zajímavého v žebříčku Top 200 Tools for Learning 2017 (2017) [Online]. Retrieved January 15, 2018, from https://spomocnik.rvp.cz/clanek/21593/CO-JE-ZAJIMAVEHO-V-ZEBRICKU-TOP-200-TOOLS-FOR-LEARNING-2017.html
[26] Daniel, B. (2017). Creating a rich and immersive learning journey using differentiated resources and active learning environments.
[27] Dawson, S., Joksimović, S., Kovanović, V., Gašević, D., & Siemens, G. (2015). Recognising learner autonomy: Lessons and reflections from a joint x/c MOOC. Proceedings of Higher Education Research and Development Society of Australia 2015.
[28] Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33. | DOI 10.4304/jetwi.2.1.27-33
[29] Downes, S. Writing a SOOC (2012) [Online]. Retrieved January 15, 2018, from http://www.downes.ca/post/59170
[30] Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5-6), 304-317. | DOI 10.1504/IJTEL.2012.051816
[31] Ferguson, R., & Shum, S. B. (2012, April). Social learning analytics: five approaches. In Proceedings of the 2nd international conference on learning analytics and knowledge(pp. 23-33). ACM.
[32] Foster, A. L. (2008). Using Second Life as a platform for education. The Education Digest, 73, 5.
[33] Hase, S., & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An international journal of complexity and education, 4(1). | DOI 10.29173/cmplct8766
[34] Holec, H. (2009). Autonomy in language learning: A single pedagogical paradigm or two. Mapping the terrain of learner autonomy: Learning environments, learning communities and identities, 21-47
[35] Holzner, S. (2008). Facebook marketing: leverage social media to grow your business. Pearson Education.
[36] Horst, H. A., & Miller, D. (Eds.). (2013). Digital anthropology. A&C Black.
[37] Chang. (2017). Analyzing the Functions and Benefits of Using Mobile Facebook as a Supplemental LMS in Higher Education. Journal Of Advanced Computational Intelligence And Intelligent Informatics, 21(6), 971-979. | DOI 10.20965/jaciii.2017.p0971
[38] Chatti, M. A., Dyckhoff, A. L., Schroeder, U., & Thüs, H. (2012). A reference model for learning analytics. International Journal of Technology Enhanced Learning, 4(5-6), 318-331. | DOI 10.1504/IJTEL.2012.051815
[39] Inman, C., Wright, V. H., & Hartman, J. A. (2010). Use of Second Life in K-12 and higher education: A review of research. Journal of Interactive Online Learning, 9(1), 44-63.
[40] Jones, S., Johnson-Yale, C., Millermaier, S., & Perez, F. S. (2009). Everyday life, online: US college students' use of the Internet. First Monday, 14(10). | DOI 10.5210/fm.v14i10.2649
[41] Juhaňák, L., & Zounek, J. (2016). Analytika učení: nový přístup ke zkoumání učení (nejen) ve virtuálním prostředí. Pedagogická orientace, 26(3), 560-583. | DOI 10.5817/PedOr2016-3-560
[42] Kathleen Dunaway, M. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference services review, 39(4), 675-685. | DOI 10.1108/00907321111186686
[43] Klement, M., Chráska, M., Dostál, J., & Marešová, H. (2012). E-learning: elektronické studijní opory a jejich hodnocení. Olomouc: Gevak.
[44] Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review of Research in Open and Distributed Learning, 9(3).
[45] Kuhn, T. S. (1997). Struktura vědeckých revolucí. Oikoymenh.
[46] Lee, E., & Akcaoglu, M. (2017). Sociability of Online Learning Environments: Examining Discussion Group Sizes and Social Network Sites. Learning, Design, And Technology, 1-16. https://doi.org/10.1007/978-3-319-17727-4_39-2 | DOI 10.1007/978-3-319-17727-4_39-2
[47] Lee, Y. K., Cohen, M. B., Boucher, M., Azzolini, A. G., Li, X., & Rasmussen, L. E. (2016). U.S. Patent No. 9,465,848. Washington, DC: U.S. Patent and Trademark Office.
[48] Malamed, C. (2014). Models for Designing Your Personal Learning Environment. [Online]. Retrieved January 15, 2018, from http://theelearningcoach.com/elearning2-0/designing-personal-learning-environment/
[49] Martínez Lirola, M. (2016). How to Use Cooperative Learning for Assessing Students' Emotional Competences: A Practical Example at the Tertiary Level. Profile Issues in Teachers Professional Development, 18(2), 153-165.
[50] Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
[51] Menezes, P., Francisco, J., & Patrão, B. (2018). The Importance of Eye-Tracking Analysis in Immersive Learning-A Low Cost Solution. In Online Engineering & Internet of Things (pp. 689-697). Springer, Cham.
[52] Menzies, R., Petrie, K., & Zarb, M. (2017). A case study of Facebook use: Outlining a multi-layer strategy for higher education. Education and Information Technologies, 22(1), 39-53. | DOI 10.1007/s10639-015-9436-y
[53] Murdough, C. (2009). Social media measurement: It's not impossible. Journal of Interactive Advertising, 10(1), 94-99. | DOI 10.1080/15252019.2009.10722165
[54] Myers, S. A., Sharma, A., Gupta, P., & Lin, J. (2014, April). Information network or social network?: the structure of the twitter follow graph. In Proceedings of the 23rd International Conference on World Wide Web (pp. 493-498). ACM.
[55] Ochrana, F., Plaček, M., Půček, M. J., & Šimčík, A. (2018). Management a hospodaření muzeí. Charles University in Prague, Karolinum Press.
[56] Pakkala, H., Presser, K., & Christensen, T. (2012). Using Google Analytics to measure visitor statistics: The case of food composition websites. International Journal of Information Management, 32(6), 504-512 | DOI 10.1016/j.ijinfomgt.2012.04.008
[57] Palouš, R. (1991). Čas výchovy. Praha: SPN.
[58] Palouš, R., & Prázný, A. (2007). Pedagogické založení filosofie u Jana Patočky. Pedagogika, 57(2), 108-113. (2017). About Lifelong Learning programme. [Online]. Retrieved January 15, 2018, from http://eacea.ec.europa.eu/LLP/about_llp/about_llp_en.php
[59] Price-Mitchell, M. (2015). : Sociability: The Core of Social-Emotional Learning [Online]. Retrieved January 15, 2018, from https://www.psychologytoday.com/blog/the-moment-youth/201505/sociability-the-core-social-emotional-learning
[60] Průcha, J., 2013. Moderní pedagogika. 5.(přeprac. a aktualiz. vyd.) Praha: Portál.
[61] Rohlíková, L., & Vejvodová, J. (2012). Vyučovací metody na vysoké škole: praktický průvodce výukou v prezenční i distanční formě studia. Praha: Grada.
[62] Russell, M. A. (2013). Mining the Social Web: Data Mining Facebook, Twitter, LinkedIn, Google+, GitHub, and More. "O'Reilly Media, Inc".
[63] Ryan, G. J., & Augustine, J. (2017). Use of Class Facebook Groups to Disseminate Evidence-Based Study Tips. INNOVATIONS in pharmacy, 8(3).
[64] Scopes, L. (2011). A cybergogy of learning archetypes and learning domains: practical pedagogy for 3d immersive virtual worlds. In Transforming Virtual World Learning (pp. 3-28). Emerald Group Publishing Limited. | DOI 10.1108/S2044-9968(2011)0000004005
[65] Scopes, L. J. (2009). Learning Archetypes as tools of Cybergogy for a 3D Educational Landscape: A structure for eTeaching in Second Life (Doctoral dissertation, University of Southampton).
[66] Seel, N. M., & Blumschein, P. (2009). Modeling and simulation in learning and instruction: A theoretical perspective. Model-based approaches to learning: Using systems models and simulations to improve understanding and problem solving in complex domains, 3-15.SHUM, Simon Buckingham;
[67] Schmidt, M., Beck, D., Glaser, N., & Schmidt, C. (2017, June). A Prototype Immersive, Multi-user 3D Virtual Learning Environment for Individuals with Autism to Learn Social and Life Skills: A Virtuoso DBR Update. In International Conference on Immersive Learning (pp. 185-188). Springer, Cham.
[68] Siemens, G. (2005). Connectivism: A learning theory for the digital age.
[69] Siemens, G., & d Baker, R. S. (2012, April). Learning analytics and educational data mining: towards communication and collaboration. In Proceedings of the 2nd international conference on learning analytics and knowledge (pp. 252-254). ACM.
[70] Sife, A., Lwoga, E., & Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International journal of education and development using ICT, 3(2).
[71] Slavin, R. E. (2008). Cooperative learning, success for all, and evidence-based reform in education. Éducation et didactique, 2(2), 149-157. | DOI 10.4000/educationdidactique.334
[72] Solimeno, A., Mebane, M. E., Tomai, M., & Francescato, D. (2008). The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning. Computers & Education, 51(1), 109-128. | DOI 10.1016/j.compedu.2007.04.003
[73] Stieglitz, S., & Dang-Xuan, L. (2013). Social media and political communication: a social media analytics framework. Social Network Analysis and Mining, 3(4), 1277-1291. | DOI 10.1007/s13278-012-0079-3
[74] Sung, Y. T., Yang, J. M., & Lee, H. Y. (2017). The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis. Review of Educational Research, 0034654317704307.
[75] Ting, Y. L., Tai, Y., & Chen, J. H. (2017). Transformed telepresence and its association with learning in computer-supported collaborative learning: a case study in English learning and its evaluation. Interactive Learning Environments, 25(3), 382-396. | DOI 10.1080/10494820.2015.1131169
[76] Tulinska, H. (2017) Strategie řešení vybraných kognitivních zkreslení při studiu prostřednictvím osobního vzdělávacího prostředí.
[77] von Balthasar, H. (1985). Communio. Teologické texty. samizdat 10, 4.
[78] Wang, M., & Kang, M. (2006). Cybergogy for engaged learning: A framework for creating learner engagement through information and communication technology. Engaged learning with emerging technologies, 225-253.
[79] Wankel, C., & Kingsley, J. (2009). Higher education in virtual worlds: Teaching and learning in Second Life. Emerald Group Publishing.
[80] Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003). E‐learning: emerging uses, empirical results and future directions. International Journal of Training and Development, 7(4), 245-258. | DOI 10.1046/j.1360-3736.2003.00184.x
[81] Zounek, J., Juhaňák, L., Staudková, H., & Poláček, J. (2016). E-learning. Učení (se) s digitálními technologiemi.
[2] Adamo, A., Bertacchini, P. A., Bilotta, E., Pantano, P., & Tavernise, A. (2010). Connecting art and science for education: learning through an advanced virtual theater with "talking heads". Leonardo, 43(5), 442-448. | DOI 10.1162/LEON_a_00036
[3] Anders, A. (2015). Theories and applications of massive online open courses (MOOCs): The case for hybrid design. The International Review of Research in Open and Distributed Learning, 16(6).
[4] Attwell, G. (2010). Personal learning environments and Vygotsky. http://www. pontydysgu. org/2010/04/personal-learning-environments-and-vygotsky.
[5] Auinger, A., Ebner, M., Nedbal, D., & Holzinger, A. (2009). Mixing content and endless collaboration–MashUps: Towards future personal learning environments. Universal access in human-computer interaction. Applications and services, 14-23.
[6] Baker, R. S., & Inventado, P. S. (2014). Educational data mining and learning analytics. In Learning analytics (pp. 61-75). Springer New York.
[7] Baker, S. C., Wentz, R. K., & Woods, M. M. (2009). Using virtual worlds in education: Second Life® as an educational tool. Teaching of Psychology, 36(1), 59-64. | DOI 10.1080/00986280802529079
[8] Bates, T. (2014). Comparing xMOOCs and cMOOCs: philosophy and practice. Online learning and distance education resources.
[9] Bawarshi, A. S., & Reiff, M. J. (2010). An Introduction to History, Theory, Research, and Pedagogy. Washington: Parlor press.
[10] Baym, N. (2002). Interpersonal life online. The handbook of new media, 4, 62-76.
[11] Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distributed Learning, 12(3), 98-118.
[12] Beneš, M. (2008). Andragogika. Grada Publishing.
[13] Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71.
[14] Bonneau, J., Anderson, J., Anderson, R., & Stajano, F. (2009, March). Eight friends are enough: social graph approximation via public listings. In Proceedings of the Second ACM EuroSys Workshop on Social Network Systems (pp. 13-18). ACM.
[15] Boulos, M. N. K., Hetherington, L., & Wheeler, S. (2007). Second Life: an overview of the potential of 3‐D virtual worlds in medical and health education. Health Information & Libraries Journal, 24(4), 233-245. | DOI 10.1111/j.1471-1842.2007.00733.x
[16] Brdička, B. (2008) Konektivismus–teorie vzdělávání v prostředí sociálních sítí [Online]. Retrieved January 15, 2018, from https://spomocnik.rvp.cz/clanek/10357/KONEKTIVISMUS---TEORIE-VZDELAVANI-V-PROSTREDI-SOCIALNICH-SITI.html
[17] Brdička, B. (2011a). Kolaborace nebo kooperace? [Online]. Retrieved January 15, 2018, from https://spomocnik.rvp.cz/clanek/14151/KOLABORACE-NEBO-KOOPERACE.html
[18] Brdička, B. (2011b) Jak budovat vzdělávací prostředí digitálních učitelů [Online]. Retrieved January 15, 2018, from https://spomocnik.rvp.cz/clanek/10701/JAK-BUDOVAT-VZDELAVACI-PROSTREDI-DIGITALNICH-UCITELU.html
[19] Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281). Joint Research Centre (Seville site).
[20] Castañeda, L., Dabbagh, N., & Torres-Kompen, R. (2017). Personal Learning Environments: Research-Based Practices, Frameworks and Challenges. Journal of New Approaches in Educational Research, 6(1), 1. | DOI 10.7821/naer.2017.1.229
[21] Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.
[22] Craig, E. M. (2007). Changing paradigms: managed learning environments and Web 2.0. Campus-Wide Information Systems, 24(3), 152-161. | DOI 10.1108/10650740710762185
[23] Cutroni, J. (2010). Google Analytics: Understanding Visitor Behavior. "O'Reilly Media, Inc.".
[24] Černý, M. (2018). Využití nástrojů webové analytiky pro pochopení učení v online prostředí. ProInflow: Časopis pro informační vědy, 10(1).
[25] Černý, M. Co je zajímavého v žebříčku Top 200 Tools for Learning 2017 (2017) [Online]. Retrieved January 15, 2018, from https://spomocnik.rvp.cz/clanek/21593/CO-JE-ZAJIMAVEHO-V-ZEBRICKU-TOP-200-TOOLS-FOR-LEARNING-2017.html
[26] Daniel, B. (2017). Creating a rich and immersive learning journey using differentiated resources and active learning environments.
[27] Dawson, S., Joksimović, S., Kovanović, V., Gašević, D., & Siemens, G. (2015). Recognising learner autonomy: Lessons and reflections from a joint x/c MOOC. Proceedings of Higher Education Research and Development Society of Australia 2015.
[28] Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33. | DOI 10.4304/jetwi.2.1.27-33
[29] Downes, S. Writing a SOOC (2012) [Online]. Retrieved January 15, 2018, from http://www.downes.ca/post/59170
[30] Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5-6), 304-317. | DOI 10.1504/IJTEL.2012.051816
[31] Ferguson, R., & Shum, S. B. (2012, April). Social learning analytics: five approaches. In Proceedings of the 2nd international conference on learning analytics and knowledge(pp. 23-33). ACM.
[32] Foster, A. L. (2008). Using Second Life as a platform for education. The Education Digest, 73, 5.
[33] Hase, S., & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An international journal of complexity and education, 4(1). | DOI 10.29173/cmplct8766
[34] Holec, H. (2009). Autonomy in language learning: A single pedagogical paradigm or two. Mapping the terrain of learner autonomy: Learning environments, learning communities and identities, 21-47
[35] Holzner, S. (2008). Facebook marketing: leverage social media to grow your business. Pearson Education.
[36] Horst, H. A., & Miller, D. (Eds.). (2013). Digital anthropology. A&C Black.
[37] Chang. (2017). Analyzing the Functions and Benefits of Using Mobile Facebook as a Supplemental LMS in Higher Education. Journal Of Advanced Computational Intelligence And Intelligent Informatics, 21(6), 971-979. | DOI 10.20965/jaciii.2017.p0971
[38] Chatti, M. A., Dyckhoff, A. L., Schroeder, U., & Thüs, H. (2012). A reference model for learning analytics. International Journal of Technology Enhanced Learning, 4(5-6), 318-331. | DOI 10.1504/IJTEL.2012.051815
[39] Inman, C., Wright, V. H., & Hartman, J. A. (2010). Use of Second Life in K-12 and higher education: A review of research. Journal of Interactive Online Learning, 9(1), 44-63.
[40] Jones, S., Johnson-Yale, C., Millermaier, S., & Perez, F. S. (2009). Everyday life, online: US college students' use of the Internet. First Monday, 14(10). | DOI 10.5210/fm.v14i10.2649
[41] Juhaňák, L., & Zounek, J. (2016). Analytika učení: nový přístup ke zkoumání učení (nejen) ve virtuálním prostředí. Pedagogická orientace, 26(3), 560-583. | DOI 10.5817/PedOr2016-3-560
[42] Kathleen Dunaway, M. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference services review, 39(4), 675-685. | DOI 10.1108/00907321111186686
[43] Klement, M., Chráska, M., Dostál, J., & Marešová, H. (2012). E-learning: elektronické studijní opory a jejich hodnocení. Olomouc: Gevak.
[44] Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review of Research in Open and Distributed Learning, 9(3).
[45] Kuhn, T. S. (1997). Struktura vědeckých revolucí. Oikoymenh.
[46] Lee, E., & Akcaoglu, M. (2017). Sociability of Online Learning Environments: Examining Discussion Group Sizes and Social Network Sites. Learning, Design, And Technology, 1-16. https://doi.org/10.1007/978-3-319-17727-4_39-2 | DOI 10.1007/978-3-319-17727-4_39-2
[47] Lee, Y. K., Cohen, M. B., Boucher, M., Azzolini, A. G., Li, X., & Rasmussen, L. E. (2016). U.S. Patent No. 9,465,848. Washington, DC: U.S. Patent and Trademark Office.
[48] Malamed, C. (2014). Models for Designing Your Personal Learning Environment. [Online]. Retrieved January 15, 2018, from http://theelearningcoach.com/elearning2-0/designing-personal-learning-environment/
[49] Martínez Lirola, M. (2016). How to Use Cooperative Learning for Assessing Students' Emotional Competences: A Practical Example at the Tertiary Level. Profile Issues in Teachers Professional Development, 18(2), 153-165.
[50] Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
[51] Menezes, P., Francisco, J., & Patrão, B. (2018). The Importance of Eye-Tracking Analysis in Immersive Learning-A Low Cost Solution. In Online Engineering & Internet of Things (pp. 689-697). Springer, Cham.
[52] Menzies, R., Petrie, K., & Zarb, M. (2017). A case study of Facebook use: Outlining a multi-layer strategy for higher education. Education and Information Technologies, 22(1), 39-53. | DOI 10.1007/s10639-015-9436-y
[53] Murdough, C. (2009). Social media measurement: It's not impossible. Journal of Interactive Advertising, 10(1), 94-99. | DOI 10.1080/15252019.2009.10722165
[54] Myers, S. A., Sharma, A., Gupta, P., & Lin, J. (2014, April). Information network or social network?: the structure of the twitter follow graph. In Proceedings of the 23rd International Conference on World Wide Web (pp. 493-498). ACM.
[55] Ochrana, F., Plaček, M., Půček, M. J., & Šimčík, A. (2018). Management a hospodaření muzeí. Charles University in Prague, Karolinum Press.
[56] Pakkala, H., Presser, K., & Christensen, T. (2012). Using Google Analytics to measure visitor statistics: The case of food composition websites. International Journal of Information Management, 32(6), 504-512 | DOI 10.1016/j.ijinfomgt.2012.04.008
[57] Palouš, R. (1991). Čas výchovy. Praha: SPN.
[58] Palouš, R., & Prázný, A. (2007). Pedagogické založení filosofie u Jana Patočky. Pedagogika, 57(2), 108-113. (2017). About Lifelong Learning programme. [Online]. Retrieved January 15, 2018, from http://eacea.ec.europa.eu/LLP/about_llp/about_llp_en.php
[59] Price-Mitchell, M. (2015). : Sociability: The Core of Social-Emotional Learning [Online]. Retrieved January 15, 2018, from https://www.psychologytoday.com/blog/the-moment-youth/201505/sociability-the-core-social-emotional-learning
[60] Průcha, J., 2013. Moderní pedagogika. 5.(přeprac. a aktualiz. vyd.) Praha: Portál.
[61] Rohlíková, L., & Vejvodová, J. (2012). Vyučovací metody na vysoké škole: praktický průvodce výukou v prezenční i distanční formě studia. Praha: Grada.
[62] Russell, M. A. (2013). Mining the Social Web: Data Mining Facebook, Twitter, LinkedIn, Google+, GitHub, and More. "O'Reilly Media, Inc".
[63] Ryan, G. J., & Augustine, J. (2017). Use of Class Facebook Groups to Disseminate Evidence-Based Study Tips. INNOVATIONS in pharmacy, 8(3).
[64] Scopes, L. (2011). A cybergogy of learning archetypes and learning domains: practical pedagogy for 3d immersive virtual worlds. In Transforming Virtual World Learning (pp. 3-28). Emerald Group Publishing Limited. | DOI 10.1108/S2044-9968(2011)0000004005
[65] Scopes, L. J. (2009). Learning Archetypes as tools of Cybergogy for a 3D Educational Landscape: A structure for eTeaching in Second Life (Doctoral dissertation, University of Southampton).
[66] Seel, N. M., & Blumschein, P. (2009). Modeling and simulation in learning and instruction: A theoretical perspective. Model-based approaches to learning: Using systems models and simulations to improve understanding and problem solving in complex domains, 3-15.SHUM, Simon Buckingham;
[67] Schmidt, M., Beck, D., Glaser, N., & Schmidt, C. (2017, June). A Prototype Immersive, Multi-user 3D Virtual Learning Environment for Individuals with Autism to Learn Social and Life Skills: A Virtuoso DBR Update. In International Conference on Immersive Learning (pp. 185-188). Springer, Cham.
[68] Siemens, G. (2005). Connectivism: A learning theory for the digital age.
[69] Siemens, G., & d Baker, R. S. (2012, April). Learning analytics and educational data mining: towards communication and collaboration. In Proceedings of the 2nd international conference on learning analytics and knowledge (pp. 252-254). ACM.
[70] Sife, A., Lwoga, E., & Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International journal of education and development using ICT, 3(2).
[71] Slavin, R. E. (2008). Cooperative learning, success for all, and evidence-based reform in education. Éducation et didactique, 2(2), 149-157. | DOI 10.4000/educationdidactique.334
[72] Solimeno, A., Mebane, M. E., Tomai, M., & Francescato, D. (2008). The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning. Computers & Education, 51(1), 109-128. | DOI 10.1016/j.compedu.2007.04.003
[73] Stieglitz, S., & Dang-Xuan, L. (2013). Social media and political communication: a social media analytics framework. Social Network Analysis and Mining, 3(4), 1277-1291. | DOI 10.1007/s13278-012-0079-3
[74] Sung, Y. T., Yang, J. M., & Lee, H. Y. (2017). The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis. Review of Educational Research, 0034654317704307.
[75] Ting, Y. L., Tai, Y., & Chen, J. H. (2017). Transformed telepresence and its association with learning in computer-supported collaborative learning: a case study in English learning and its evaluation. Interactive Learning Environments, 25(3), 382-396. | DOI 10.1080/10494820.2015.1131169
[76] Tulinska, H. (2017) Strategie řešení vybraných kognitivních zkreslení při studiu prostřednictvím osobního vzdělávacího prostředí.
[77] von Balthasar, H. (1985). Communio. Teologické texty. samizdat 10, 4.
[78] Wang, M., & Kang, M. (2006). Cybergogy for engaged learning: A framework for creating learner engagement through information and communication technology. Engaged learning with emerging technologies, 225-253.
[79] Wankel, C., & Kingsley, J. (2009). Higher education in virtual worlds: Teaching and learning in Second Life. Emerald Group Publishing.
[80] Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003). E‐learning: emerging uses, empirical results and future directions. International Journal of Training and Development, 7(4), 245-258. | DOI 10.1046/j.1360-3736.2003.00184.x
[81] Zounek, J., Juhaňák, L., Staudková, H., & Poláček, J. (2016). E-learning. Učení (se) s digitálními technologiemi.