The document discusses a study on using social networking to promote learning in college classrooms. It describes how three courses at two Taiwanese universities integrated a private social network called Ning to supplement face-to-face instruction. A survey of 44 students found that the social features of sharing information and interacting online enhanced their learning experiences and sense of classroom community. By facilitating informal sharing and discussion, social media shows potential to support communities of practice in higher education when used as a supplemental learning tool.

1. Hsiu-Ting Hung, Ph.D.
National Kaohsiung First University of Science & Technology
hhung@ccms.nkfust.edu.tw
Steve C. Yuen, Ph.D.
The University of Southern Mississippi
Steve.Yuen@usm.edu
SITE 2010 International Conference, San Diego, CA, USA, March 31, 2010

2. In recent years…
 Evolution of the social web
 Explosion of social media and social
p
networking sites (SNSs)
 Explication of the social nature of learning
The use of social networking can be geared toward
promoting effective learning
-- proposed by many researchers (Maloney, 2007; Drexler et al. 2008; Barbour & Plough, 2009)

3. Social Learning

4.  Best explained by situated learning theory which is
rooted in Vygotskian perspectives on learning (Lave &
Wenger, 1991)
 People learn from one another, via observation,
imitation,
imitation and modeling. The theory has often been
modeling
called a bridge between behaviorist and cognitive
learning theories because it encompasses attention,
memory,
memory and motivation (Albert Bandura 1977)
Bandura,
 Shift the view of learning from a cognitive process to a
process of participation in the social world
 Learning emerges from engagement in social
interaction
 Focus on the learning that occurs within a social
context.
context It considers that people learn from one
another, including such concepts as observational
learning, imitation, and modeling.

5. Community of Practice

6.  A framework of social participation. People generally
are involved in a number of communities of practice.
 Groups of people who share a passion and learn how
to do it better as they interact.
y
 “Engagement in social practice is the fundamental
principle by which we learn and so become who we
are” (Wenger, 1998, p 45)
( g p. )
 Many researchers are finding that social networking is
at the heart of community of practice (e.g., Rovai,
2002; Mason & Rennie, 2007)
 The success of classroom communities rest on how
f
well learners are socially connected and perceive the
value of such social bonds in their classroom
communities of practice.
iti f ti

7.  Toexplore why and how social networking
can be implemented to promote community
of practice in the college classroom
 Research Questions:
 What are students’ experiences with and views on
the use of SNSs in the courses under investigation?
g
 What is the impact of using SNSs to supplement
face-to-face courses on students’ perceived sense
of classroom community?
f l it ?

8.  Designed and taught 3 courses that involved the
use of a private social network at 2 public
universities in Taiwan during the spring semester
of 2009
 Taught by either one of the researchers
CConducted a student survey th t contained 3
d t d t d t that t i d
sections:
• Learner characteristics
• Learner’s perceptions on social networking
• Rovai’s (2002) Classroom Community Scale
Rovai s

9. A social networking site for each course
was created individually using Ning
 Identical functionality for the class social
networks
 Accessible to class members only y
 Used to supplement the regular face-to-
face courses
 Allowed students to: create their own
profiles; share photos, audio, podcasts, and
videos; j i and i iti t di
id join d initiate discussions, etc.
i t

13. # of Participants
Course Name Course Info
(n=44)
Introduction to Undergraduate
Information & level, 3 –credit
Course A 25
Communications elective course
Technology
Foreign Language Master’s level, 3-
Teaching credit elective 7
Course B
Methodology course
Seminar in Doctoral level, 3-
Course C Educational credit elective 12
Technology course

18.  Thestudents’ responses appear to
students
suggest that the information-sharing
feature of social media greatly
enhanced students’ learning experiences.
 Asone participant noted, “I not only
enjoyed being able to share anything of
my interest (such as, music, photos, and
videos) with my classmates but also
appreciated the things shared by
others.
others ”

21.  Thestudents’ opinions about increased
sense of classroom community illustrate the
social nature of learning, made possible
by the social networking affordance of Ning
Ning.
 Asone participant pointed out “I found
out, I
myself more engaged in this learning
network than other e-learning platforms
e learning
used in my former courses because the
class members had more interactional
opportunities for sharing personal interests
and exchanging learning resources in
g g g
addition to discussing course-related
content.”

22.  Whilesocial media has been sporadically
used to facilitate informal and professional
learning, the findings extend the learning
value of social networking technology to the
context of higher education.
 Asa supplementary learning tool, social
networking technology media has a positive
impact on enhancing students’ sense of
classroom community and engaging them i
l i d i h in
the classroom community of practice.

23. Questions
or
Comments?