Self paced learners; expectations and concerns about social

Self-paced Learners’ Expectations and Concerns About Social Software Terry Anderson, PhD and Professor Athabasca University Centre for Distance Education Adem Akbiyik, Visiting Scholar Sakarya University – Turkey www.sakarya.edu.tr The Canadian Network for Innovation in Education (CNIE) May 16, 2011 – Hamilton, Ontario

Social networking tools in education
Purpose of the study
Methodology
Findings & Evaluation
Demonstration of QDA Miner
Your comments & Questions
Presentation Overview Self-paced Learners’ Expectations and Concerns About Social Software

Growing Interest in Social Software
The term social software refers to a set of network tools designed specifically to support sharing, collaboration, socializing and resulting in the development of multiple forms of social capital (Jones & Thomas, 2007).
profiles, wikis, blogs, posting walls, artefact tagging, web conferencing, calendaring and other network-based tools
Social Networking Tools in Education Self-paced Learners’ Expectations and Concerns About Social Software

Anderson et all (2010);
Widely used in entertainment and social applications,
Growing interest in their use in formal education applications,
Distance education and especially self-programming models may be the biggest beneficiaries of the use of these tools.
Self-paced Learners’ Expectations and Concerns About Social Software Social Networking Tools in Education

Anderson (2006);
Educational social software allows individuals to meet, work together, and share insights, ideas and artefacts, thus affording learners the opportunity to meet each other and forge learning relationships .
Self-paced Learners’ Expectations and Concerns About Social Software Social Networking Tools in Education

Little is known about students’ interest, expectations and expertise using these tools.
The purpose of this study is to determine self-paced learners’ expectations and concerns about educational social software.
In this study the qualitative results of an online questionnaire (n=967) completed by undergraduate students enrolled in self-paced distance education programming are presented.
The purpose of the study Self-paced Learners’ Expectations and Concerns About Social Software

Two open-ended questions gathered the positive and negative expectations or concerns about social networking use
Received 574 responses,
Coded and analyzed by using QDA Miner (a qualitative/quantitative analysis software)
The coding scheme was inductively developed by the researchers using a grounded theory approach.
Methodology Self-paced Learners’ Expectations and Concerns About Social Software

Demographic Features - Gender Self-paced Learners’ Expectations and Concerns About Social Software

Demographic Features – Age Range Self-paced Learners’ Expectations and Concerns About Social Software

Demographic Features – Work Status Self-paced Learners’ Expectations and Concerns About Social Software

How many DE courses have you taken before? Self-paced Learners’ Expectations and Concerns About Social Software

Code Categories - Concerns Self-paced Learners’ Expectations and Concerns About Social Software

Self-paced Learners’ Expectations and Concerns About Social Software Code Categories - Expectations

Concerns & Expectations About Social Software Self-paced Learners’ Expectations and Concerns About Social Software

Concerns About Social Software Self-paced Learners’ Expectations and Concerns About Social Software

Expectations About Social Software Self-paced Learners’ Expectations and Concerns About Social Software

Concerns by Gender Self-paced Learners’ Expectations and Concerns About Social Software

Concerns by Gender Self-paced Learners’ Expectations and Concerns About Social Software Female Male Student's F P value C2.2(skill) 12.80% 4.10% 7.033 0.001 C5(privacy) 7.80% 13.40% 2.351 0.096 C1.1(peer) 4.40% 1.70% 1.66 0.191 C6(noconcern) 11.80% 16.90% 1.038 0.355 C3.2(flexibility) 17.20% 15.70% 0.638 0.529 C2.3(technicalproblems) 9.80% 10.50% 0.61 0.544 C3.1(waste) 10.20% 9.30% 0.44 0.645 C1.2(tutor) 1.80% 1.20% 0.276 0.759 C2.1(complexity) 5.20% 7.00% 0.273 0.761 C4.2(quality) 7.80% 8.70% 0.157 0.855 C4.1(satisfied) 3.60% 3.50% 0.106 0.899 C7(mandatory) 4.00% 4.10% 0.086 0.918 C4.3(other) 3.60% 4.10% 0.07 0.933

Expectations by Gender Self-paced Learners’ Expectations and Concerns About Social Software

Expectations by Gender Self-paced Learners’ Expectations and Concerns About Social Software Female Male Student's F P value E4.1(ease) 13.90% 16.80% 3.968 0.019 E4.2(enrichment) 9.00% 15.50% 3.047 0.048 E1.1(peer) 27.80% 20.00% 1.328 0.266 E1.2(tutor) 17.50% 12.90% 0.879 0.416 E5(noexpectation) 6.20% 8.40% 0.676 0.509 E3.1(transaction) 4.90% 5.80% 0.233 0.792 E2.1(simplicity) 10.00% 10.30% 0.196 0.822 E3.2(flexibility) 10.80% 10.30% 0.163 0.850

Privacy Concern by Age Self-paced Learners’ Expectations and Concerns About Social Software

Concern about skills – females were higher than males,
Expectation of improvement in learning and success of students – males were higher than females,
Expectation of content enrichment – males were higher than females
As age increases, concern about the confidentiality of students’ personal information but also plagiarism and privacy tend to increase.
Particular attention should be paid to the concerns of female and older students.
Conclusion Self-paced Learners’ Expectations and Concerns About Social Software

Despite the fact that there are some concerns about social software , these tools have the potential to improve self-paced learning.
The flexibility of being able to study at times that suit learners’ lifestyles should be maintained while practising social software applications.
Conclusion Self-paced Learners’ Expectations and Concerns About Social Software

Anderson, T. (2006) Proceedings of the Open & Distance Learning Association of Australia : Distance learning - Social software's killer app? Adelaide: ODLAA.
Anderson, T., Poellhuber B., & McKerlich, R. (2010) Self-paced Learners Meet Social Software: An Exploration of Learners’ Attitudes, Expectations and Experience. Online Journal of Distance Learning Administration,13 (4). http://www.westga.edu/~distance/ojdla/Fall133/anderson_poellhuber_mcKerlich133.html
Jones, N., & Thomas, P. (2007). Inter-organizational collaboration and partnerships in health and social care; The role of social software. Public Policy and Administration, 22 , 289-302.
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