“Actually, I Wanted to Learn”: Study-related knowledge exchange on social networking sites

Wodzicki, Katrin; Schwämmlein, Eva; Moskaliuk, Johannes

doi:10.1016/j.iheduc.2011.05.008

Cited by 151 publications

(88 citation statements)

References 26 publications

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“…This view is supported by the result reported in related literature that courses involving cooperative learning contribute to learning (Al-Rahmi & Othman, 2013;Biasutti, 2011;Ekici & Kiyici, 2012;Forkosh-Baruch & Hershkovitz, 2012;Grosseck et al, 2011;Hung & Yuen, 2010;R. Junco et al, 2011;Kabilan et al, 2010;Lawson et al, 2011;Mazer et al, 2007Mazer et al, , 2009Wodzicki et al, 2012). Despite all these positive views, there were some other students with negative views who reported that it took quite a lot of time for them to carry out the activities involving cooperative learning.…”

Section: Conclusion Discussion and Suggestionssupporting

confidence: 57%

Learner Views about Cooperative Learning in Social Learning Networks

Çankaya¹,

Yünkül²

2017

IES

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The purpose of this study was to reveal the attitudes and views of university students about the use of Edmodo as a cooperative learning environment. In the research process, the students were divided into groups of 4 or 5 within the scope of a course given in the department of Computer Education and Instructional Technology. For each group, Edmodo small groups were formed, and the students used these Edmodo small groups to share and communicate with their group friends in relation to the group tasks assigned to them within the scope of the study. This process lasted one academic term. As the data collection tool, an online cooperative learning attitude scale and a semi-structured interview form were used. At the end of the academic term, 15 students were interviewed about their cooperative learning experiences within the scope of the course as well as about how they made use of Edmodo in the process. The results demonstrated that the students had positive attitudes towards online cooperative learning. The findings obtained via the qualitative data analysis were examined under the headings of "social networks used", "preferences of forming groups", "communication within group" and "views about the courses executed via Edmodo".

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Section: Conclusion Discussion and Suggestionssupporting

confidence: 57%

Learner Views about Cooperative Learning in Social Learning Networks

Çankaya¹,

Yünkül²

2017

IES

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“…These findings are almost correspondent to the results of recent studies (Lin & Lu, 2011;Wodzicki, Schwämmlein, & Moskaliuk, 2011). In addition, there are many proofs that college students use SNSs technology for getting a positive effect of socialization at universities and social learning outcomes (Lin & Lu, 2011;Nadkarni & Hofmann, 2012;Wodzicki, Schwämmlein, & Moskaliuk, 2011). Secondly, using SNSs is still limited for specific purposes in higher education, such as discussing courses related topics with students, sharing educational resources, and asking questions, because there are limited regulated learning environments to blend SNSs as a part of e-learning or traditional classes.…”

Section: Discussionsupporting

confidence: 92%

“…Firstly, most of the scholars agreed that youth use SNSs technology for supporting emotions, to feel free and to improve their social life. These findings are almost correspondent to the results of recent studies (Lin & Lu, 2011;Wodzicki, Schwämmlein, & Moskaliuk, 2011). In addition, there are many proofs that college students use SNSs technology for getting a positive effect of socialization at universities and social learning outcomes (Lin & Lu, 2011;Nadkarni & Hofmann, 2012;Wodzicki, Schwämmlein, & Moskaliuk, 2011).…”

Section: Discussionsupporting

confidence: 88%

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Using Social-Networking Sites in Learning English Language and Students’ Self-Efficacy

Almarwaey¹

2017

UCER-A

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This paper aims to explore the academic students' purposes for using social-networking sites (SNSs) to enhance self-efficacy (SE) of learning English language. The SE is the appropriate theory that explains effectiveness of using SNSs on academic students' beliefs and performance positively. This study involves 286 participants from Umm AL-Qura University (UQU) in Mecca to answer a questionnaire. The results of the study show that there is no significant difference between male and female groups in familiarity with SNSs. The most important academic purpose of using SNSs item for students was to let them communicate with classmates on course topics and share ideas conveniently. There was a significant positive correlation between academic purposes (AP) for using SNSs and students' SE (r = 0.256, p < 0.01). Multiple regression analysis shows that AP do not have significant effect on students' SE (β = 0.077, p > 0.05). The results recommend that using SNSs in academic field with regulated learning environment may promote effective learning English language.

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“…For example, researchers have examined local SNS created to help transition incoming freshmen into their college careers (DeAndrea, Ellison, LaRose, Steinfield, & Flore, 2012), investigated the sharing of school-related knowledge on online social networks (Wodzicki, Schwämmiein, & Moskaliuk, 2012), explored the use of online social networks by faculty (Kaya, 2010), and studied the integration of social networking environments in traditional higher education settings (Veletsianos, Kimmons, & French, 2013).…”

mentioning

confidence: 99%

The Structure and Characteristics of #PhDChat, an Emergent Online Social Network

Ford¹,

Veletsianos

Resta³

2014

JIME

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#PhDChat is an online network of individuals that has its roots to a group of UK doctoral students who began using Twitter in 2010 to hold discussions. Since then, the network around #PhDchat has evolved and grown. In this study, we examine this network using a mixed methods analysis of the tweets that were labeled with the hashtag over a one-month period. Our goal is to understand the structure and characteristics of this network, to draw conclusions about who belongs to this network, and to explore what the network achieves for the users and as an entity of its own. We find that #PhDchat is a legitimate organizational structure situated around a core group of users that share resources, offer advice, and provide social and emotional support to each other. Core users are involved in other online networks related to higher education that use similar hashtags to congregate. #PhDchat demonstrates that (a) the network is in a continuous state of emergence and change, and (b) disparate users can come together with little central authority in order to create their own communal space.

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“Actually, I Wanted to Learn”: Study-related knowledge exchange on social networking sites

Cited by 151 publications

References 26 publications

Learner Views about Cooperative Learning in Social Learning Networks

Learner Views about Cooperative Learning in Social Learning Networks

Using Social-Networking Sites in Learning English Language and Students’ Self-Efficacy

The Structure and Characteristics of #PhDChat, an Emergent Online Social Network

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