Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely: Mobile b 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. Hover, very few studies link mobile b 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal contexts. A study of collaborative learning and mobile b 2.0 usage practices in real-life problem solving activities was carried out with 18 participants recruited from a local faith based community club. Research data was gathered through observational studies, open-ended questionnaires, semi-structured interviews and by logging content captured on mobile devices. Data analysis examined learner demographics, social interactions and artefacts produced in activities. Results indicate that the choice and use of mobile b 2.0 to support collaborative learning in semi-formal settings is based on the ways in which technological functions effectively support and enhance established social relations and practices.
['Daisy Mwanza-Simwami']
I am writing a research paper on a idea Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings
[{"from": "human", "value": "I am writing a research paper on a idea Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings"}, {"from": "gpt", "value": "Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely: Mobile b 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. Hover, very few studies link mobile b 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal contexts. A study of collaborative learning and mobile b 2.0 usage practices in real-life problem solving activities was carried out with 18 participants recruited from a local faith based community club. Research data was gathered through observational studies, open-ended questionnaires, semi-structured interviews and by logging content captured on mobile devices. Data analysis examined learner demographics, social interactions and artefacts produced in activities. Results indicate that the choice and use of mobile b 2.0 to support collaborative learning in semi-formal settings is based on the ways in which technological functions effectively support and enhance established social relations and practices."}]