International Journal of Social Media and Interactive Learning Environments (10 papers in press)
- Strategic implication in social media marketing based on social factors associated with the private universitys admission in Thailand
by Poom Tantiponganant, Prin Laksitamas
Abstract: In this study, we conducted a follow-up study to further investigate the concept of social media use by institutions of higher education in Thailand. The research investigated the fact that what kinds of social media are currently used by the target market of the institutions in higher education, and how different groups of students or prospective students behave on such platforms. In other words, the rationale behind of the study was to analyze those factors that affect students intention in order to use social media at a private university in Thailand. The research applies the theoretical conceptual framework based on the combination of behavioral intention theories including: Theory of Planned Behavior (TPB), Technology Acceptance Model (TAM), and Unified Theory of Acceptance and Use of Technology (UTAUT). A survey in terms of developing a questionnaire was chosen in this study.Analyses were carried out to find how to implement social media through a social media strategy. According to the model assumptions and results, the findings showed that presenting the cooperation with other well-known companies or universities came to the first priority for majority of the students in the survey while presenting good image for the university through social media and presenting the prestige of the university through social media came to the second and third priority. These first three issues can effectively be used to promote the university through social media channels.
Keywords: Social Media, Communication, Brand Loyalty/ Notability, Promotions, Cooperation/Partnership, and Internationality
- Perceptions of Social Media as a Learning Tool: A Comparison between Arts and Science Students
by Laila Al-Sharqi, Khairuddin Hashim, Hussein Ahmed
Abstract: Social media is seen by some as a new media for enhancing the learning environment. It is rich in tools which can help enhance interaction, discussion and the sharing of learning resources. This study investigates differences and similarities on King Abdulziz University (KAU) Arts and Science students perceptions of social media as a learning tool. Data were collected using a specially designed survey during the academic year 2013/2014. The sample size was 2605 students of different ages and genders representing Arts and Science colleges. The results indicate that a moderate majority of KAU students at both college groups are using social media tools in their learning and have the desire to integrate social media as a tool in their learning at university. Survey results also highlight affinities for various social media tools and purposes of use between the two groups. The paper also reports interesting gender significant differences. The findings include identification of discipline-based dominant perceptions pertaining to advantages and disadvantages of social media in learning. The findings can encourage academic planners and faculty to adopt and implement use of appropriate social media tools and adapt to preferred learning styles within the teaching and learning environment of each college type.
Keywords: Social media; higher education; learning; student perception; preferences; social media tools; discipline difference; gender difference
- Blending Across the Curriculum
by Ivan Shibley, Maureen Dunbar
Abstract: Deliberate planning of blended courses across a curriculum can increase curricular coherence to help improve efficiency and effectiveness of programs by creating a more learner-centered degree program. This paper examines three degree programs in STEM disciplines that have blended multiple courses. One outcome of the blending is that similar course design, with similar technology, across the curriculum reduces extraneous cognitive load for the learner. To achieve coherence, shared curricular planning and institutional commitment is necessary to help reduce barriers to implementing technology. The most important technologies for the STEM programs discussed in this article are: screencasting, clickers, and online quizzes. Blending across an entire curriculum holds great potential for improving recruitment and retention in STEM programs.
Keywords: active learning; blended learning; classroom response system; cognition; course design; curricular design; flipped design; learner-centered; STEM; screen-casting; technology
- THE TWITTER ACADEMIC: SUPPORTING LEARNING COMMUNICATIONS IN 140 CHARACTERS OR LESS
by Scott J. Warren
Abstract: Social media has become an important tool for communicating information and allowing for the shared construction of knowledge. Research on the use of specific tools and reports of curriculum or instruction designed to leverage them remains weak. The following piece provides a case in which an instructor developed a course that used the micro-blogging platform Twitter as an important means of academic communication and support for a nascent learning community. This study found that designing a course to include Twitter for out-of-class discourse fostered desired communicative actions for learning while also allowing the instructor to help foster student-initiated community.
Keywords: social media; Twitter; academic communication; learning; teaching; instructor; communicative actions; learning community; curriculum; graduate courses; knowledge construction
Special Issue on: "Design-based Research for Online Learning Environment Development,"
- Refining a Flipped Classroom Model in a Content Area Literacy Course: Determining Modification through Reflection
by Jamie Colwell, Amy Hutchison
Abstract: This study describes the refinement of a flipped, or inverted, classroom model using a type of design-based research, specifically a formative experiment. The model was implemented in a content area literacy course for undergraduate pre-service teachers over the course of thirteen weeks. Qualitative data collection and analysis were iterative and ongoing to determine enhancing and inhibiting factors that either supported or hindered the pedagogical goal set for the model, particularly in the online component of the model. Enhancing factors, such as reflection and self-pacing, emerged from analysis, along with inhibiting factors, including isolation in online learning and pre-service teacher difficulty with note-taking. Modifications to address the inhibiting factors and connections to local, pedagogical theory are subsequently described.
Keywords: design-based research; formative experiment; flipped classroom; inverted classroom; content area literacy; teacher reflection; pre-service teacher education; literacy education; qualitative research; general inductive analysis
- The Social Media Instructional Design Model: A New Tool For Designing Instruction Using Social Media
by Quincy Conley, Kent Sabo
Abstract: Social media is a pervasive force in the lives of 21st century learners. Social media offers a user experience that encourages students to create and share new content while enabling communication unlike any other learning technology. In this paper, we explore how learning with social media could be more effective by leveraging appropriate learning theory and instructional design. We begin with examples of how social media is currently being used in educational contexts, and then review the available research that investigates the connections between social media and education. To understand how social media may be better utilized for learning, we also identify social medias unique learning affordances and established learning theories that complement those affordances. Finally, we present a preliminary model for designing learning using social media.
Keywords: Social Media, Social Learning Theory, Constructivism, Constructionism, Instructional Design, Learning Technology
- OwlishOracle: Architecting a Social Media based e-Learning Platform for Primary Education of Underprivileged Children by Senior Citizens of India
by Somprakash Bandyopadhyay, Priyadarshini Dey, Arina Bardhan, Shrabastee Banerjee
Abstract: Quality of primary education in rural India is a matter of great concern due to teacher absenteeism, non-availability of good teachers at remote areas and non-availability of attractive teaching methods. In this context, our work wishes to architect a scalable online e-learning platform based on web 2.0 technologies in order to facilitate primary education for underprivileged children in all parts of India. Additionally, the work wishes to create a group of online primary teachers by utilizing the vast pool of knowledge resource of the educated senior citizens, who are capable but otherwise not involved in any mainstream productive activities. Using ethnographic approach to system design and using an iterative and incremental development model, we have designed and pilot-tested OwlishOracle, our Internet-enabled social media based synchronous e-learning environment, to serve the stated purpose.
Keywords: Web.2.0 Technologies, Virtual Communities, Social Knowledge Management, Social Capital, Ethnographic Design, Iterative Phase Model
- Eleven design-based principles to facilitate the adoption of internet technologies in Indigenous communities
by Michelle Eady
Abstract: Internationally, the Internet is a critical component of many projects that aim to improve literacy and build skills in Indigenous communities. It is claimed that online platforms provide flexible learning opportunities to suit individual learner schedules and needs, enabling them to learn in anytime, anywhere environments. However, good intentions and a learning platform deemed suitable by non-Indigenous people do not necessarily lead to successful user outcomes. There is a need to understand how Western culture influences the design and implementation of online projects with Indigenous communities and to avoid technological colonisation of the local community. Flexibility, understanding and respect must be at the forefront of projects if they are to be successful. This article suggests 11 design-based principles, derived through design-based research, which guide respectful implementation of Internet technologies in Indigenous communities.
Keywords: Indigenous culture; synchronous technology; Design Based Research; online learning.
- Create a Better Online You: Designing online learning resources to develop undergraduate social media skills
by Megan Pozzi
Abstract: This article charts the development of the Create a Better Online You (CBOY) project. The focus of CBOY was the social media skills of undergraduate students at QUT. While many students will have encountered cybersafety training in primary or secondary school, however, a comprehensive environmental scan revealed little in the way of social media resources targeted at undergraduate students. In particular, there was little to no focus on the ways in which social media could be used strategically to develop a positive online reputation and enhance chances of employability post tertiary education. The resources created as part of CBOY were the result of a comprehensive literature review, environmental scan, interviews with key internal and external stakeholders, and in discussion with undergraduate students at QUT. Following the comprehensive environmental scan, it appears that CBOY represents one of the first free, openly accessible, interactive resources targeting the social media skills of undergraduates.
Keywords: social networking; digital literacy; undergraduate students; online learning; social media
- Between Virtual and Real: ExploringHybridInteraction and Communication in Virtual Worlds
by Athanasios Christopoulos, Marc Conrad, Mitul Shukla
Abstract: In this paper we aim to explore the potential advantages of interactions on student engagement and provide guidance to educators who seek interactive and immersive learning experiences for their students through the use of hybrid virtual learning approaches. We define as hybrid virtual learning the educational model where students are co-present and interacting simultaneously both within a virtual world and the physical classroom receiving stimuli related to the learning material in the virtual world from both directions. In order to achieve our aim, we categorised interactions in various categories and observed the complex network of interactions which can be developed in a virtual world when groups of people are working together in order to achieve different goals. The findings suggest that students spontaneously tend to use the interaction channels only when it is deemed to be necessary.
Keywords: virtual world; virtual learning; opensim; higher education; hybrid learning; student engagement; interactions.