The Space for Social Media in Structured Online Learning

Autor/inn/en	Salmon, Gilly; Ross, Bella; Pechenkina, Ekaterina; Chase, Anne-Marie
Titel	The Space for Social Media in Structured Online Learning
Quelle	In: Research in Learning Technology, 23 (2015), (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.3402/rlt.v23.28507
Schlagwörter	Social Media; Electronic Learning; Online Courses; Large Group Instruction; Integrated Learning Systems; Universities; Adult Learning; Constructivism (Learning); Learning Experience; Educational Benefits; Outcomes of Education; Social Networks; Information Dissemination; Use Studies; User Satisfaction (Information); Users (Information); Educational Attitudes; Privacy; Online Surveys; Semi Structured Interviews; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Soziale Medien; Online course; Online-Kurs; University; Universität; Adulte education; Adult training; Erwachsenenbildung; Lernerfahrung; Bildungsertrag; Lernleistung; Schulerfolg; Social network; Soziales Netzwerk; Informationsverbreitung; Benutzerschulung; Benutzerfreundlichkeit; Benutzerprofil; Nutzer; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Privatsphäre; Ausland; Australien
Abstract	In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants' usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01