I also posted pictures on the FaceFunda website so participants could revisit the information as often as they wanted. To listen to the explanation of the learning content; discussing it with their peers and the facilitator, as well as engaging in their formal study guidance, enabled the participants to interact with the learning content and created the expectation that they could succeed. During coaching and scaffolding sessions, I explained the learning content and facilitated peer tutoring during group work while participants practiced using their mobile phones for academic purposes.
The use of their home language during the coaching and scaffolding helped the participants better understand the learning content. Clarity arose when the learning assignment became clear in the minds of the participants. After each coaching and scaffolding session, and especially during the focus group interview, the participants expressed their gratitude without any inhibition.
Emotions of feeling incompetent while learning with technology
Each of the two components of the interwoven learning environments contributed to the enhanced learning experience of the participants. Some participants felt insecure about their understanding of the learning content, as well as their inability to apply self-study competencies to promote understanding of the learning content. Emotions of inadequacy made the participants feel incompetent, leading to a feeling that they could not cope with the learning content required to complete the BEd Honors degree.
The confusion arose from feeling overwhelmed by the learning content at the start of the BEd Hons module, the inability to read and engage with the learning content and attend contact sessions in contact centres. Coaching and scaffolding allow facilitators to help students improve their understanding of learning content (Nagel & Verster, 2012; Puntambekar, 2013). A research participant who was indifferent at the beginning of the coaching and scaffolding intervention remained uninvolved.
Researcher: Okay, can't we go to the Geek [IT expert] this afternoon and then he can help you with your cell phone. I think that's a problem, even for other students - a problem when you read a lot of books - studying literature, yes. The participants experienced terrifying emotions at the beginning of the training and construction stages, but those who persevered and pushed through the obstacles overcame their fears.
Participant: Yes, yes, this part of the literature review because it is the main content of the research (P7:88-90). Analysis of the integrated data set showed that the coaching and scaffolding sessions played a large role in participants' acceptance of FaceFund as a learning support. An IT professional observed that.
Experiences with technology
Technophilia
They are very excited and eager to get their connectivity issues sorted so they can be part of the technology (P5:55). Here at FaceFunda, it seems they now have the opportunity and the ability to take advantage of the technology in their hands. But now that I have learned a lot with e-technology, I said to the teacher there, u-Mister M.: 'It is high time that I should buy myself e-laptop be-.
Due to the novelty of the intervention, I was the only one regularly posting information on the group page. It's not just talking news, just passing on the news so someone knows - it made me realize that Facebook isn't for certain types of people, it's meant for everyone - whether it's a peer, or an adult, or what age you are, you can enter Facebook if you have used it (P13:118). Two ladies who attended most of the training and scaffolding sessions were familiar with the teaching content and eloquent and happily explained the intricacies to the other participants.
You know, I really thought they're only for the youth man, [sounds in agreement], it's not for us, I'm old for this, I'm old for this. You have to do it36 every now and then to check your e-mail, it is your duty. After a very slow start of only one participant after the first coaching and scaffolding session (Figure 2.6), the group included 24 (including myself and the IT expert) by the end of the intervention.
All but one of the participants' mobile phones were able to connect to the Internet, and most had sufficient airtime. The assistance of the IT expert (Table 2.2) enabled me to focus on scaffolding and training the learning content during the sessions.
Technophobia
We know how – some of us – can google using a mobile phone, so at least we're grateful for that (P13: 146). The children of some of the participants made fun of them because their parents were learning something they already knew. No, I don't know, maybe my son does, the only thing I do here is make phone calls or text.
Students construct affective engagement to explore knowledge and then discuss it with their peers: “The way they feel about knowledge profoundly affects what they will do with it, and especially how they reflect on it, which in turn affect[s] how growing and connecting" (Picard et al., 2004). As we are here now, how do we tackle this problem with a...computer. Participants were (i) positive and willing to break through the technological barriers; ( ii) willing to come to the coaching and scaffolding sessions; (iii) accepting assistance from the IT expert; (iv) struggling with the small screen to scroll left, right, up and down to read information and view the information and the Images, and (v) access the FaceFunda Site.
So my problem is we don't do Facebook, it's for the kid - I don't like it. The IT expert summarized a limitation of the study: “…the project should have actually gone on for a much longer time… anti-climax in closing…” However, the most exciting thought for me was the life-changing experience of using of technology created. in the lives of the participants. The characterization that occurred within some of the participants who internalized the values of allowing technology to control their behavior indicates that learning took place in the affective domain (Anderson & Krathwohl, 2001).
By the end of the whole project, we'll see enthusiastic, willing, skilled people... It's a bit of an anti-climax after all this effort, that it's going to close. Online, you don't have that when you join online support groups; it's just a name, never a person.
Need for support
Competent
From the beginning of the coaching and scaffolding sessions, I encouraged the students to seize the opportunity to learn in a way that was very new to them. I built a sense of belonging in the coaching and scaffolding opportunities, as well as on FaceFunda. The coaching and scaffolding sessions developed into a meaningful intervention which helped participants develop an understanding of the learning content and a desire to work collaboratively.
Therefore, it is important to understand what motivates students to use social media because shared interests are the commonality that encourages interaction (Ostashewski et al., 2013). And then I was photographing the group that was near the piano, yes, I was just listening, everyone was not like talking, they were focusing. The other group that was on the left, they were sitting there, they were all discussing and saying choosing, let's start with these questions, this question will connect us to this.
To support their development, it is important to keep the students motivated and interested in the learning content. Participants entered the learning experience with little confidence, having previously failed the module and unsure of what was expected of them. While they felt it was important to have a facilitator to create support opportunities for them, they did not take the lead; they remained the recipient of the aid.
The support group helped me a lot because I47 am that eleventh hour person [all laughing]. It is the most important thing I gained that day because we shared a lot with my group.
Incompetent
When students do not make positive decisions and do not make the effort to pursue supportive interventions, they exclude themselves from a group to which they can belong. Participant: This group is my support group, but I didn't fit in because I didn't participate here (P16:95). It is a conscious or unconscious defense mechanism that consists of refusing to face or cope with situations or activities.
However, it is clear that in most cases the choice should have favored the learning intervention. Learning is strengthened by high self-esteem and low anxiety, with a positive attitude towards learning, it is shared by emotions, values and beliefs in a group where learning from each other takes place through active involvement" (Esterhuizen et al., 2012) . No, it wasn't that I didn't want to come; it was just because i have no chance to attend the session.
Deep sigh] [laughs] but now I don't have any suggestions, but I'm just worried that I didn't attend the previous classes. So today I am on my way to East London and then from tomorrow I will start my work. Then another time, I didn't come to the session, I was hospitalized, I sent you a message and then there was also a problem of this diabetes with my sugar being high.
Choked by the rope after her husband killed himself, hanged himself... So that thing haunts me too much. Yes, and right now I am faced with raising two small children aged 9 and 5.
Chapter summary
