Posting, Sharing, Networking, and Connecting: Use of Social Media Content by Graduate Students

Romero-Hall, Enilda

doi:10.1007/s11528-017-0173-5

Cited by 19 publications

(12 citation statements)

References 18 publications

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“…The dimension perceived value (i.e., hedonic, utilitarian, and social value) and its influence on behavioral intention to use location-based social networking services was examined by Yu et al [27]. The intentional use of social media was also examined by Romero-Hall [28], who reported that social media spaces provided awareness of self-directed, voluntary, and informal learning opportunities, engaged students in conversations with their peers, and expanded the learning experience beyond the traditional classroom. In same vein, intentions to use social media for open learning were examined by previous studies.…”

Section: E Intention To Use Social Media For Learningmentioning

confidence: 99%

How Cyber Stalking and Cyber Bullying Affect Students’ Open Learning

et al. 2019

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This paper aims to bridge the literature gap concerning the use of social media to conduct collaboration learning and explore its effect on student performance through cyberstalking (CS) and cyberbullying (CB). To achieve the study objective, this study employed a questionnaire as the main data collection method and distributed it to 538 university students based on both the technology acceptance model and constructivism theory, all of whom use social media. The findings were obtained via a quantitative research method, structural equation modeling. This study found a significant relationship between perceived usefulness, perceived ease of use, and perceived enjoyment with social media use for open learning. However, this study found a negative relationship from social media use on open learning that was dampened by CB, which is considered a dampening factor. Also, open learning was reported to be negatively influenced by perceived usefulness as CS was found to dampen the relationship with open learning. INDEX TERMS Cyber stalking and cyber bullying, social media use, open learning.

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Section: E Intention To Use Social Media For Learningmentioning

confidence: 99%

How Cyber Stalking and Cyber Bullying Affect Students’ Open Learning

et al. 2019

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“…Social media provides an example of this tension. Although social media can meet the professional learning-related needs of educators (Greenhalgh & Koehler, 2017;Trust et al, 2016), teach students to write (Galvin & Greenhow, 2020), and facilitate communication between those enrolled in graduate programs (Romero-Hall, 2017;Rosenberg et al, 2016), it also can represent the exploitation of users' data. These issues are not distinct to social media platforms; Morris and Stommel (2017) describe how the terms of service for the popular plagiarism-detection service TurnItIn allows the company to own the license for all of the student papers submitted to it, and Rubel and Jones (2016) raise key questions for researchers and analysts using administrative (e.g., student grades, test scores) and learning management system data in light of increasingly ubiquitous applications of learning analytics in post-secondary educational institutions that may bely students' reasonable expectations of privacy.…”

Section: Data Science In Education: Data Science As a Methodologymentioning

confidence: 99%

Making Data Science Count In and For Education

Rosenberg¹,

Lawson²,

Anderson³

et al. 2020

Research Methods in Learning Design and Technology

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“…Although social media can meet the professional learning-related needs of educators (Greenhalgh & Koehler, 2017;Trust et al, 2016), teach students to write (Galvin & Greenhow, 2020), and facilitate communication between those enrolled in graduate programs (Romero-Hall, 2017;Rosenberg et al, 2016), it also can represent the exploitation of users' data. These issues are not distinct to social media platforms; Morris and Stommel (2017) describe how the terms of service for the popular plagiarism-detection service TurnItIn allows the company to own the license for all of the student papers submitted to it, and Rubel and Jones (2016) raise key questions for researchers and analysts using administrative (e.g., student grades, test scores) and…”

Section: Data Science In Education: Data Science As a Methodologymentioning

confidence: 99%

Making Data Science Count In and For Education

Rosenberg¹,

Lawson²,

Anderson³

et al. 2019

Preprint

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New data sources and analytic techniques have enabled educational researchers to ask new questions and work to address enduring problems. Yet, there are challenges to those learning and applying these methods. In this chapter, we provide an overview of a nascent area of both scholarship and teaching, educational data science. We define educational data science as the combination of capabilities related to quantitative methods in educational research, computer science and programming capabilities, and teaching, learning, and educational systems. We demonstrate that there are two distinct-but complementary-perspectives on educational data science in terms of being both in education (as a research methodology) and for education (as a teaching and learning content). We describe both of these areas in light of foundational and recent research. Lastly, we highlight three future directions for educational data science, emphasizing the synergies between these two perspectives concerning designing tools that can be used by both learners and professionals, foregrounding representation, inclusivity, and access as first-order concerns for those involved in the growing community, and using data science methodologies to study teaching and learning about data science. We highlight the potential for

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Posting, Sharing, Networking, and Connecting: Use of Social Media Content by Graduate Students

Cited by 19 publications

References 18 publications

How Cyber Stalking and Cyber Bullying Affect Students’ Open Learning

How Cyber Stalking and Cyber Bullying Affect Students’ Open Learning

Making Data Science Count In and For Education

Making Data Science Count In and For Education

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