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Journal Cover International Journal of Social Media and Interactive Learning Environments
   [7 followers]  Follow    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
     ISSN (Print) 2050-3954 - ISSN (Online) 2050-3962
     Published by Inderscience Publishers Homepage  [385 journals]
  • Interest-driven STEM learning among youth through a social networking
           site
    • Authors: Michael A. Evans, Samantha G.L. Won, Tiffany Drape
      Pages: 3 - 20
      Abstract: Engaging middle school youth in STEM curricula resulting in desired conceptual changes is challenging. Furthermore, social media are identified as platforms where youth naturally congregate for sustained interaction. Studio STEM was designed as an after school programme to engage learners (ages 11-15) in design-based science inquiry within a studio environment, enhanced by social media and digital tools. In the highlighted curriculum, Save the Penguins, youth performed scientific experiments and engineering practices to design an enclosure to protect penguin-shaped ice cubes from rising temperature. Researchers tracked attendee and facilitator interactions through the social networking site, Edmodo. Results assert that youth's understanding of science concepts was enhanced through participation in Studio STEM, evidenced through their articulation of understanding through Edmodo. Articulation remained dependent upon the amount of prompting that facilitators used within the Edmodo site as well as the availability of time set aside for students to interact with Edmodo.
      Keywords: conceptual change; discursive psychology; engagement; facilitation strategies; engineering education; informal learning; problem-based learning; engagement; middle school youth; social media; integrative STEM education; young people; social networking sites;
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 1 (2014) pp. 3 - 20
      PubDate: 2014-03-07T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.059691
      Issue No: Vol. 2, No. 1 (2014)
       
  • Information architecture for social media: a case study on building an
           event backchannel with Twitter
    • Authors: Michael A. Evans, Samantha G.L. Won, Tiffany Drape
      Pages: 21 - 36
      Abstract: This paper presents a case study on creating a backchannel through Twitter for the live event, featuring the Secretary of the US Navy, hosted by the School of Government. The project, which ultimately was successful in creating social media buzz for the lecture, was a new approach for the School of Government in how it markets its events. The study discusses the tools and processes used in the backchannel's creation and development. This paper was written because the author discovered a gap in existing literature on creating backchannels. It outlines how the adaptation of best practices from the general population's use of Twitter in creating a backchannel for an educational event. While this study focuses specifically on the promotion of a live event, the concepts and principles discussed here also are applicable to instructors interested in providing their students with an environment for differentiated learning and informal communication.
      Keywords: information architecture; event backchannels; Twitter; case study; best practices; social media analytics; social media engagement; interactive learning environments; differentiated learning; informal communication; social media buzz; event promotion; higher edu
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 1 (2014) pp. 21 - 36
      PubDate: 2014-03-07T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.059690
      Issue No: Vol. 2, No. 1 (2014)
       
  • A framework for analysing the social affordance of Web 2.0 tools
    • Authors: Hongtao Sun, Li Chen
      Pages: 37 - 59
      Abstract: Web 2.0 tools with social network features provide new possibilities for distance education. However, it is still challenging to use them in educational practice. The lack of a comprehensive understanding of Web 2.0 tools might be one of the important reasons for this challenge. This paper suggests a systemic framework for analysing the social affordance of Web 2.0 tools, which is important to online learning. The proposed framework is based on four fields of literature, including the current affordance research, the features of Web 2.0 tools, the needs of distance education and pedagogy theory. It includes four dimensions, social connection, information aggregation, reflection and expression, and dialogue and collaboration. In each dimension, indicators and analysis method are also proposed. A case study is presented to show the process of analysis. In this case study, interaction in a post-graduate course supported by a micro-blog and a forum are analysed with an integrated analysis methodology including content analysis, social network analysis and online behaviour analysis. The affordance of micro-blogs was discussed based on this proposed framework.
      Keywords: Web 2.0; social affordance; interaction; microblogs; microblogging; social networking; online learning; electronic learning; e-learning; distance education; pedagogy theory; online forum; postgraduate eduation; content analysis; social network analysis; SNA; onl
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 1 (2014) pp. 37 - 59
      PubDate: 2014-03-07T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.059695
      Issue No: Vol. 2, No. 1 (2014)
       
  • Using Facebook in the classroom
    • Authors: Hongtao Sun, Li Chen
      Pages: 60 - 69
      Abstract: This paper addresses the use of Facebook as a way to keep high school students informed about class information and make students feel more of a sense of community with their classmates. A group of high school students followed a class Facebook page for a semester and took a survey to determine the effectiveness of the page. Results found that there was no significant difference in the students opinion of the class based on if they followed the class Facebook page or not. However, the students who followed the Facebook page responded that they wished more teachers would create one for other classes, so it is recommended that teachers use the social network in order to create academic conversation among students and display student work.
      Keywords: Facebook; secondary education; classroom technology; social media; high school students; class information; sense of community; social networks; academic conversation
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 1 (2014) pp. 60 - 69
      PubDate: 2014-03-07T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.059692
      Issue No: Vol. 2, No. 1 (2014)
       
  • Facebook in the classroom: blended audiences and multiple
           front-stages
    • Authors: Keely Blanch, Karen Nairn, Susan Sandretto
      Pages: 70 - 84
      Abstract: In New Zealand, the use of social media for educational purposes is being encouraged (Ministry of Education, 2013). Yet, while educators focus on the educational advantages of using social media, there is little research available on the effects on students. This paper explores the way a small group of senior students from one New Zealand secondary school negotiated their identities on a class' Facebook page. This qualitative study uses Goffman's dramaturgical metaphor and poststructuralist conceptualisations of discourses and fluidity of identity. The findings offer an insight into the tensions faced by this group of students as they negotiated their identity presentations to blended audiences when the boundaries between public and private are blurred. The students' identity performance and participation on the page was influenced by power differentials, the structure of the page, and an awareness of audience. This has implications for the way educators use social media in classrooms.
      Keywords: Facebook; classroom technology; secondary education; student identity; New Zealand; NZ; blended audiences; front stages; Goffman; online learning environment; collaboration; social network sites; SNS; social media; interactive discourses; power differentials; web pa
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 1 (2014) pp. 70 - 84
      PubDate: 2014-03-07T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.059693
      Issue No: Vol. 2, No. 1 (2014)
       
  • Facebook as an assisted learning tool in problem-based learning:
           the Bahrain case
    • Authors: Vasileios Paliktzoglou, Jarkko Suhonen
      Pages: 85 - 100
      Abstract: Facebook is one of the social media technologies with applications in many domains, including education. This study describes the students' engagement with Facebook as an assisted learning tool in problem-based learning (PBL) cohort in Bahrain. Additionally, we analyse the reception of the students towards Facebook as a learning aid tool. A range of mixed methods data collection techniques and triangulation was performed to reveal the complexity of the topic under investigation. The data collection was through (pre and post) questionnaires and an interview. The empirical data showed that the use of Facebook as a learning tool had a positive impact on students. The study provides experimental evidence that social networks and more specifically Facebook can be used as an educational tool in PBL context to help engage students in the use of social media.
      Keywords: Facebook; higher education; social media; collaborative learning; Web 2.0 tools; problem-based learning; PBL; Bahrain; assisted learning tools; student engagement; social networks
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 2, No. 1 (2014) pp. 85 - 100
      PubDate: 2014-03-07T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2014.059694
      Issue No: Vol. 2, No. 1 (2014)
       
 
 
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