Social Media acceptance: experiences in secondary education

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Acceptance of social media in secondary education for education-related purposes.

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Social Media acceptance: experiences in secondary education

  1. 1. Nederlandse Informatica Onderwijs Conferentie 2011 | 7&8 april 2011 | HeerlenSocial Media acceptance:experiences in secondary education Jan-Willem van ‘t Klooster - University of Twente & Bonhoeffer College Enschede Melanie Janssen-Morshuis - Bonhoeffer College Enschede
  2. 2. BACKGROUND 2
  3. 3. (Social Media) Research - shared interest• Bonhoeffer College • Bonhoeffer Research School Students learning to conduct research • Development Community of Learners, Teacher Development Teams, PhD / MSc research• University of Twente • SoMeRe research institute (ao gratifications, behaviour (SoMe in 5/6 VWO) • MB ao business models, marketing • GW ao communities, acceptance • EWI ao platforms for (eg. self support) communities, availability, math. models 3
  4. 4. NIOC 2011 | 7 april 2011CONTENTS• Introductions • State of art • Promises • Experiences • Main Results • Lessons learned & Conclusion ! 4
  5. 5. NIOC 2011 | 7 april 2011INLEIDING 5
  6. 6. 6
  7. 7. 7
  8. 8. SoMe USE - POTENTIAL DISSIMINATION 8
  9. 9. SoMe USE - POTENTIAL DISSIMINATION 9
  10. 10. SoMe USE - POTENTIAL DISSIMINATION quick easy low burden whenever 10
  11. 11. NIOC 2011 | 7 april 2011SoMe EFFECTS (Constantinides & Fountain, 2008)Blogs • EmpowermentSNSs • ParticipationOnline communities • Social capitalFora / bulletin boards • Openness, transparencyContent aggegrators • Communicate, get (back) in touchMashups • NetworkingMedia platforms • Community buildingEntertainment platforms • Democratisation / User control 11
  12. 12. NIOC 2011 | 7 april 2011State of Art• Use at secondary schools? • Mainly in phase of initiative - eg Winkwaves • Concrete results higher classses 2nd education..• Higher education • PR - contact prospective students [eg next slide] • Increase of student motivation - The effect of Twitter on college student engagement and grades R. Junco, G. Heiberger, E. Loken, http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2010.00387.x/pdf ! 12
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  14. 14. NIOC 2011 | 7 april 2011OUR EXPERIMENT: GOALS• USEFUL (hence course-related) use of SoMe in last classes of 2ndary education study in ECONOMICS & INFORMATICS HAVO & VWO pre-exam & exam-year• USES: - background - actualities, providing material - q&a / discussion - outside the classroom - exam conduct - providing assignments - homework - tips, repeating of what was said in class - examen-related - tips, success wishes, repeating, practice material• secondary goal: increase Student engagement ! 14
  15. 15. NIOC 2011 | 7 april 2011METHODOLOGY• we set up twitter account @BonhoeffervdW for both INF and ECO• opt in basis (explorative study nature). Scope: • Setting up a account and defining operations • Use account • Monitor account • Subjective and objective measurement • Evaluation ! 15
  16. 16. • foto account 16
  17. 17. NIOC 2011 | 7 april 2011BACKGROUNDS• links online, news, tips• use in classroom before class (in les op terugkomen) in class (praktisch werk) after class (herhalen)• in both courses Eco and INF, SoMe provided advantages compared to electronic learning environment ! 17
  18. 18. NIOC 2011 | 7 april 2011EXAMS• assignments online• short tasks or links• can be used in limited contexts• impression next slide• repetition of hints (also done for homework) ! 18
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  20. 20. NIOC 2011 | 7 april 2011RESULTS• online student survey (n = 124, showup = 36,3% -> m=45)• 55 account, > 90 follow feed• numbers increase steadily ! 20
  21. 21. NIOC 2011 | 7 april 2011RESULTS• online survey Performance m=45 Expectancy• use of UTAUT Effort Behavioral Acceptance (Venkatesh 2003) Expectancy Intention technology Social Influence Facilitating Conditions Gender Age Experience Voluntariness of Use ! 21
  22. 22. MAIN ACCEPTANCE RESULTS - Performance• Repeating of hints mentioned in class: 72% positief; (t)• Repeating of homework given in class: 75% positief; (hw)• Delivery of exams and assignments. 61% positief; (pw)• Assistance for preparing exams. 61% positief; (d)• Getting feedback from teacher. 59% positief. (d) ! 22
  23. 23. MAIN ACCEPTANCE RESULTS - EffortEase of use of Twitter?Electr. learning environment instead of Twitter? ! 23
  24. 24. MAIN ACCEPTANCE RESULTS - cont.• privacy is big concern. School to stay out of personal circle student.• 82 % thinks SoMe is good additional to education.• 66% would like to see use of SoMe (in our cases twitter) continued, 11% negative.• Insatisfied on course combination ECO and INF ;though appreciated by teachers, now the providing of backgrounds miss intended effect.• We were not able to show increased engagement: ! 24
  25. 25. engaged into school through Twitter?ENGAGEMENT.. motivated for course by Twitter? it takes more! 25
  26. 26. If students gave gradeon a grade 1-10, enthousiasm 26
  27. 27. DISCUSSION• no courses together!• works for school-affairs (social events) also• media ‘wisdom’ needed• SoMe also in course content in INF• remarkable perceived dissemination speed. But needs objectivation.• opt-inn, 3 months can be extended, also to measure improvements. ! 27
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  29. 29. NIOC 2011 | 7 april 2011CONCLUSION SoMe has course related potential in secondary educationStudents enthousiasts - but not in all 5 intended areasSpecific communities - keep focusAcceptation high: empowered, little effort, environment, availability highSoMe can be used for Homework reminders, assignments and exams,feedback, Q/A for exams, backgrounds ! 29
  30. 30. NIOC 2011 | 7 april 2011∑ Take-away message Educational SoMe use can contribute, to learning process of students, inside and outside the classroom ! 30
  31. 31. Social Media in Secondary Education @BonhoeffervdW twitter.com/bonhoeffervdw ir. Jan-Willem van ‘t Klooster MSc j.w.vantklooster@utwente.nl #infKLS drs. Melanie Janssen-Morshuis m.janssen@bc-enschede.nl #ecoJMO

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