Social Media Learning: An approach for composition of multimedia interactive object in a collaborative learning environment

Claros, Ivan; Cobos, Ruth

doi:10.1109/cscwd.2013.6581024

Cited by 12 publications

(7 citation statements)

References 14 publications

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“…Our second approach is supported by SMLearning [7], a platform which allows to manage, design and playback interactive multimedia resources while students interact through a social media services. It offers three interactive mechanisms: i), resources-based interactivity; ii) social interaction; and iii), design-based interaction.…”

Section: B Social Media Environmentsmentioning

confidence: 99%

“…This platform is integrated by several tools [21], [22], [23]. The second approach is based on multimedia and social media services supported by a web platform named SMLearning [7].…”

Section: Collaborative Learning Approachesmentioning

confidence: 99%

“…These have supported by collaborative learning services and social media environments like central elements in their interaction [7], [8], and [9]. As a result, some key factors for successful have been identified from these experiences.…”

Section: Introductionmentioning

confidence: 96%

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Towards MOOCs scenaries based on collaborative learning approaches

Claros

Echeverria

Cobos

2015

2015 IEEE Global Engineering Education Conference (EDUCON)

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The MOOCs offers technologies which emerge as an alternative to support the blending of face-to-face pedagogies and virtual activities. However, a blended learning experience is influenced by several factors, such as: the student's attitude to learn; a well-known learning script; and interactions and group dynamic. This article proposes MOOCs scenarios based on the experience of two collaborative approaches implemented by the authors. These experiences are gathered in three aspects: methodological; technological; and educational practice. In conclusion, this article highlights a lack of services related with social interaction, monitoring and intervention by the instructors; without such services, the MOOCs technologies hardly support blended learning experiences.

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Section: B Social Media Environmentsmentioning

confidence: 99%

“…This platform is integrated by several tools [21], [22], [23]. The second approach is based on multimedia and social media services supported by a web platform named SMLearning [7].…”

Section: Collaborative Learning Approachesmentioning

confidence: 99%

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Towards MOOCs scenaries based on collaborative learning approaches

Claros

Echeverria

Cobos

2015

2015 IEEE Global Engineering Education Conference (EDUCON)

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“…Literature review and research model Previous studies have indicated that SM platforms have become a type of learning environment that can help individuals grow (Lin and Wang, 2013;Wang et al, 2013;Legaree, 2015). In the learning literature, new terms such as "social media learning" and "digital scholarship" have been introduced (Claros and Cobos, 2013;Pretto and Curró, 2017). According to SDT, people pursue the satisfaction of fundamental psychological needs for competence, autonomy, and relatedness while engaging in various activities (Ryan and Deci, 2000).…”

Section: Literature Review and Hypothesismentioning

confidence: 99%

More descriptive norms, fewer diversions

Zheng

2019

LHT

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Purpose The purpose of this paper is to analyze the relationship between researchers’ social media (SM) behavior and their academic performance. Design/methodology/approach A sample of 362 researchers was recruited from the colleges of management of 52 Chinese universities. A factor analysis of eight indices retrieved from the 362 data items was conducted. A total of 24 Chinese researchers were interviewed and given a robust test. Findings The results indicate that Chinese general social media (GSM) is insufficient to support academic research and it is difficult for scholars to enhance the visibility of their academic performance using GSM platforms, which can actually induce addiction. University resources, management systems, and working environment affect how scholars apply SM. Research limitations/implications The authors examined the researchers’ SM behavior by giving them a questionnaire and interview; however, this approach proved inadequate. The academic performance of researchers is affected by numerous factors, but the authors only considered SM behavior. Practical implications It is suggested that universities apply academic social media (ASM) indicators to measure researchers’ contributions so that they self-regulate their SM usage attitudes. Also, universities should also promote ASM platforms. Originality/value This study analyzed scholars’ GSM usage and academic performance, and the moderating effect of university level on the relationship between need for competence and relatedness and need for autonomy. This comprehensive analysis contributes to the scholarly SM usage literature.

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“…From the perspective of activity theory, much research on the use of social media concerns the activity level in online contexts, where people are driven by a variety of clear motivations. For instance, previous work has examined information needs and networking [17,18], or use of social media for particular purposes such as to advocate for racial equality [19], to show support and solidarity [20], to seek diverse political information [5], and to learn [21].…”

Section: Activity Theorymentioning

confidence: 99%

Exploring Offline Context and Consciousness in Everyday Social Media Use

Kou

2017

Human-Computer Interaction – INTERACT 2017

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Social Media Learning: An approach for composition of multimedia interactive object in a collaborative learning environment

Cited by 12 publications

References 14 publications

Towards MOOCs scenaries based on collaborative learning approaches

Towards MOOCs scenaries based on collaborative learning approaches

More descriptive norms, fewer diversions

Exploring Offline Context and Consciousness in Everyday Social Media Use

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