International Journal of Social Media and Interactive Learning Environments (8 papers in press)
Active User or Lurker? A Phenomenological Investigation of Graduate Students in Social Media Spaces
by Enilda Romero-Hall
Abstract: This phenomenological study describes instructional design (ID) graduate students perceptions of their programs social media spaces. Ten graduate students were recruited for participation in this investigation. Data sources included individual interviews. The researcher conducted a phenomenological data analysis seeking to grasp and elucidate the meaning, structure, and essence of the graduate students participation in the social media spaces. In summary, the results of this investigation show that graduate students access resources from each other, feel as part of a community, enjoy reading others views and perspectives about the field, and experience moments of informal learning while participating in the social media spaces of their graduate programs. However, graduate students also have concerns regarding these social media spaces impact on privacy, time management, and distraction.
Keywords: Informal Learning; Social Media; Graduate Students; Virtual Communities; Networking; Instructional Design; Graduate Education; Higher Education.
Effects of Forum-based Online Peer Assessment on Students Academic Performance
by Yu Zhang, Pingxiu Niu, Lu Cui, Fengling Zhou, Wenjun Zhao
Abstract: As one of formative assessment strategies, peer assessment has become a hot topic in the instructional evaluation field. This research designed the peer assessment (PA) rule based on instructional objectives so that students could use it to evaluate others works explicitly, and apply the PA strategy in the course of Educational Technology Research Methods in Central China Normal University. An Experimental study was conducted to compare the impact of traditional teachers evaluation and the network forum PA on students outcomes. Finally, a questionnaire and an interview were designed to investigate students perceptions of PA in the experimental group. The results showed that online PA could improve students academic performance and also reduce or increase cognitive load, and students keep a positive attitude toward forum-based assessment.
Keywords: Network forum; Peer assessment; Formative assessment.
A Review of Blended Synchronous Learning
by Wan Yu Ho
Abstract: This paper reviews the main benefits and challenges teachers, students and institutes may face while using blended synchronous learning and some possible strategies to overcome them. This paper also looks at the main factors to consider for designing effective blended synchronous learning. For example: having common display across all users, choosing a suitable platform and features, modes of blended synchronous learning. Strategies like: enhancing students and teachers E-learning competence, explaining the structure of the course to students, teachers preparation and delivery of lessons and support from various parties, can be used to effectively carry out blended synchronous learning.
Keywords: Blended synchronous learning; blended learning; benefits of blended synchronous learning; challenges of blended synchronous learning; effective blended synchronous learning.
Investigating the Effect of Coopetition Designs on Students Perceived Social Support in Collaborative Learning
by Xinghua Wang, Qiyun Wang
Abstract: Social support is often related to successful problem-solving and enhanced achievement. However, limited research on it has been conducted in collaborative learning settings, where research attention has been primarily placed on sophisticated technologies and cognitive domains. Considering existing problems in collaborative learning, including low levels of individual accountability and free rider issues, and the importance of social support and coopetition for collaborative learning, this study investigated the effect of coopetition designs on the development of social support in collaborative learning. A quasi-experiment was conducted in the naturalistic learning setting to explore effects of zero-sum coopetition, social-comparison coopetition, and the collaboration-only design on three subscales of social support (emotional, esteem, and informational social supports). The findings indicated that the two coopetition designs surpassed the collaboration-only design in strengthening social support and academic performance. Social-comparison coopetition further outperformed zero-sum coopetition.
Keywords: social support; coopetition; collaborative learning; competitive learning.
Factors Affecting Students Satisfaction in Blended Learning: The study of the cloud classroom platform
by ZHOU YING
Abstract: With the advent of the digital age, information technology has been widely applied in the field of education. It makes the teacher changed the traditional teaching media environment of blackboard and chalk into the multimedia classroom, e-learning, online courses; mooc platform and other blended learning modes. As blended learning has become an important practice in universities and colleges all over the world, it has also led to growing concern about its design and application. The cloud classroom platform is a learning management system developed by Central China Normal University. This study investigates the factors affecting students satisfaction in blended environment. Analysis of the questionnaires from students in 29 departments shows that there is a high satisfaction rate from the students, and most students like the blended learning environment. The result also shows that students satisfaction is closely related to e-learning adaptability, perceived usefulness, and timely responses from the teachers, perceived ease of use and course applicability.
Keywords: Blended learning; Students’ satisfaction; Factors affecting.
Theorizing Social Networks Addiction: An Empirical Investigation
by Ahmad Rabaai, Shereef Abu AlMaati
Abstract: While social network platforms (SNPs) can provide their users with an enjoyable interaction experiences, their social-oriented characteristics may encourage users to use them extensively and hence results in addictive use behaviors. By incorporating, psychological (i.e. subjective norm, number of peers and mood alteration), behavioral (i.e. intention to use, satisfaction and enjoyment), and technological perspectives, this study aimed at examining the relationship between these different factors and SNPs addiction. To the best of our knowledge, this is the first study that discusses this issue in the Gulf Cooperation Council (GCC) region. Data was collected from 434 students at a private American University in the Stat of Kuwait. Partial Least Squares (PLS) of Structured Equation Modelling (SEM) analysis was used to assess both the measurement and structural models. Results of this study may benefit universities in dealing with students who suffer from this kind of addiction. The research limitations and implications are discussed.
Keywords: Addiction; Kuwait; Social Network Platforms; SNPs; Social Network Addiction; PLS.
Facebook Usage, Involvement and Acceptance by Algerian Students
by Meriem Laifa
Abstract: Facebook became widely used by students and instructors formally and informally. Researchers interest in understanding the effects of technology and Facebook use on education is reflected in the large number of recent research studies available about this matter. This paper investigates Algerian students use of Facebook, their Facebook involvement and acceptance. In line with literature, our results showed that Algerian students tend to use Facebook for social purposes more than academic ones. However, findings indicated a moderate emotional connection and integration of Facebook in Algerian students routines, and they considered Facebook to be important for their academic experience. Eventually, the study calls for further investigations from different disciplines to provide a larger understanding and encompassing perspective on Facebook use and benefits in developing countries.
Keywords: Social networking sites; Facebook; Algerian students; education; Theory of Planned Behavior; Technology Acceptance Model.
Mental models and social media personas: A case of amateur palaeontologists
by Lisa Lundgren, Kent J. Crippen, Eleanor E. Gardner, Victor J. Perez, Ronny Maik Leder
Abstract: This study explores social palaeontology-an inclusive and collaborative form of science occurring across digital habitats. The purpose was to a) examine conceptualizations of amateurs via expressed mental models and b) use the unified media-user typology (MUT) to explore any relationship between these models and social media persona. Data collection involved a survey, modelling task, and interview. Findings reveal that persona was demonstrated in subtle ways, offering limited evidence for a relationship between persona and mental model. Sequential models were most common, but more so for advanced personas. Expertise development was expressed through the number of conventions used during modelling. However, the degree of inaccuracy suggests a lack of metacognitive awareness, implying that any increase in expertise with persona was not conveyed as such. The results bolster the capacity to design community-centered social spaces and inform understanding of science learning and the utility of MUT as a predictive tool.
Keywords: palaeontology; user typology; informal science education; mental models; social media personas.