The space for social media in structured online learning

Salmon, Gilly; Ross, Bella; Pechenkina, Ekaterina; Chase, Anne-Marie

doi:10.3402/rlt.v23.28507

Cited by 59 publications

(49 citation statements)

References 25 publications

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“…Hosted by the free CourseSites (Blackboard™) Learning Management System (LMS), the CD MOOC utilised online activities, known as e‐tivities (Salmon, ), light touch e‐moderation (Salmon, ), group collaboration, and digital badges to lead participants towards completion. Aspects of the CD MOOC such as academic professional development, digital badging and the use of social media in a structured online learning were reported elsewhere (Lokuge Dona, Gregory, & Pechenkina, 2016; Lokuge Dona, Gregory, Salmon, & Pechenkina, ; Salmon, Gregory, et al ., 2015; Salmon, Ross, Pechenkina, & Chase, ).…”

Section: The Carpe Diem Mooc: Intent Planning and Broad Outcomesmentioning

confidence: 99%

Designing Massive Open Online Courses to take account of participant motivations and expectations

Salmon

Pechenkina

Chase

et al. 2016

Brit J Educational Tech

Self Cite

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We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The “Carpe Diem” MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.

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Section: The Carpe Diem Mooc: Intent Planning and Broad Outcomesmentioning

confidence: 99%

Designing Massive Open Online Courses to take account of participant motivations and expectations

Salmon

Pechenkina

Chase

et al. 2016

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

show abstract

“…Twitter has been used to connect peers and share information, such as resources or comments on their personal and real-time status (Lin, Hoffman, & Borengasser, 2013). Facebook was found to have a greater impact than Twitter (Alario-Hoyos, Pérez-Sanagustín, Delgado Kloos, & Munoz-Organero, 2014;Salmon, Ross, Pechenkina, & Chase, 2015), and also more useful according to MOOC learners (Liu et al, 2016). MOOC learners also reported that the social networking tools had a positive impact on the social aspects of their learning process (Brownell & Swaner, 2010;Dodge & Kendall, 2004;Kassens-Noor, 2012) but they preferred to use the social medium to which they were already accustomed (Veletsianos & Navarrete, 2012).…”

Section: Tools For Interactionmentioning

confidence: 99%

Decision, Implementation, and Confirmation: Experiences of Instructors behind Tourism and Hospitality MOOCs

Lin

Cantoni

2018

IRRODL

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As the popularity of Massive Open Online Courses (MOOCs) continues to grow, studies are emerging to investigate various topics in this area. Most have focused on the learners' perspective, leaving a gap in the literature about MOOC instructors. The current research-conducted in the field of tourism and hospitality-explored early experiences of MOOC instructors as they progressed through three stages of the innovation-decision process: decision, implementation, and confirmation. The tourism and hospitality field was chosen because its related industries contribute significantly to global employment, and training is one of their critical success factors. MOOCs possess a good potential to benefit tourism and hospitality education, yet tourism and hospitality MOOCs are under-researched. Semi-structured interviews were conducted with six instructors who offered tourism and hospitalityMOOCs between 2008 and 2015. Findings revealed that: (1) the instructors' decisions to offer MOOCs were mostly influenced by their institutes' interests in MOOCs; (2) when the instructors implemented MOOCs, a pattern of action emerged, which included six phases and one cross-phase elementprepare, design, develop, launch, deliver, and evaluate-and across phases-support and train; (3) most instructors chose to avoid risk in their adoption and implementation of the MOOCs, staying away from innovative teaching or learning activities such as peer-review assessments and collaborative activities; and (4) half of the instructors intended to repeat the experience of teaching in the MOOCs format in the future.

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“…Student's perception regarding social media platforms as being beneficial and useful in their studies that lead them to collaborate and integrate with others through these sites to share resources available to them [14]. Another study revealed that some of the students agreed that social media like Facebook was helpful to their collaborative learning [21]. Overall, we argue that when students use social media for academic use, they increase the use of collaborative learning.…”

Section: Academic Purpose and Collaborative Learningmentioning

confidence: 99%

Exploring the Relationship Between Social Media, Collaborative Learning and Learners’ Satisfaction

Lam

Wai-kit

2016

Lecture Notes in Computer Science

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Abstract. Social Media Platforms have become more and more popular and important in daily life. Then, it may be a factor that affecting students' learning satisfaction while it may be an enhancing tool or disturbance. So this study is going to find out whether social media enhance students' learning satisfaction or not by the factors of social media using behavior, purpose of using social media and collaborative learning. The research question was "Would social media enhance students' learning satisfaction?" This study administered a survey questionnaire to 204 university students. Results found that social media behavior (b = .128, p < .05) and academic purpose (b = .667, p < .001) had direct, significant and positive relationship with collaborative learning (b = .763, p < .001) which had a significant and direct positive effect on students' learning satisfaction (R 2 = .582). Implications of the factors in predicting satisfaction were discussed.

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The space for social media in structured online learning

Cited by 59 publications

References 25 publications

Designing Massive Open Online Courses to take account of participant motivations and expectations

Designing Massive Open Online Courses to take account of participant motivations and expectations

Decision, Implementation, and Confirmation: Experiences of Instructors behind Tourism and Hospitality MOOCs

Exploring the Relationship Between Social Media, Collaborative Learning and Learners’ Satisfaction

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