This slideshow is from a workshop I did at the Rutgers University Online Learning Conference in March 2017 with Amy Spagnolo and Fae Cushing. In the workshop we describe a pilot project we did looking at the integration of social networking sites such as Facebook and college online courses.
Social media to enhance online learningTanya Joosten
The document discusses how social media can be used to enhance online learning by expanding professional networks through platforms like Twitter and Facebook, engaging students with rich content on YouTube, and providing tips for setting up accounts and using hashtags to connect with colleagues and students. It also addresses managing social media use by developing strategies to meet pedagogical needs and improve the learning process and outcomes.
A study of informal learning among University of Wyoming Extension educatorsStan Skrabut, Ed.D.
This document summarizes a study on informal learning among University of Wyoming Extension educators. The study involved 53 educators who completed surveys over 7 months and participated in webinars. Key findings included: informal learning was the primary method used by educators to develop skills; subject matter expertise was prioritized over technology skills; and educators preferred learning opportunities that allowed sharing knowledge with peers. The study provided recommendations such as exposing educators to different learning methods, providing access to online resources, and encouraging digital skills. Suggestions for future research included examining budgets spent on learning and exploring characteristics like gender and experience levels.
Can social media help with post-graduate studies?DrCameronWebb
These are the slides from a professional development lecture I gave to University of Sydney post-graduate students at Westmead Research Hub in August 2016. The aim of this lecture was to showcase some of the ways I use social media as a researcher and public health advocate. The presentation touches on issues such as engagement with the community and mass media, increasing exposure of published research and gathering data to use for grant applications. For more on my use of social media, visit my blog https://cameronwebb.wordpress.com/
This is a survey of K-12 educators on their use of and attitudes about social networking and Web 2.0 content-sharing tools. It was conducted in Aug - Sept 2009 to 100,000 teachers, librarians, and principals.
Using Twitter to Improve College Student Engagement: Rey Junco SxSWi '11Rey Junco
While faculty and staff at higher education institutions have experimented with the use of social media, there has not been a concerted effort to integrate these technologies in educationally-relevant ways. Emerging research in the field of social media, student engagement, and success shows that there are specific ways that these technologies can be used to improve educational outcomes. This presentation will focus on reviewing and translating research on the effects of Twitter on college students into effective and engaging educational practices. Background research on the psychological construct of engagement will be provided and will be linked to engagement in online social spaces. In addition to presenting cutting-edge research on how to create engaging and engaged communities, the presenter will review specific ways that Twitter can be used in the classroom and the co-curriculum. The presenter will discuss how academicians can hack existing technologies, specifically Twitter, for educational good and will present the results of his latest research on the effects of Twitter on student engagement and grades.
How an online community promotes graduate students' professional developmentVanessa Dennen
Graduate students engage with the "GradSchool" subreddit for both social-emotional and professional reasons. Socially, it helps alleviate stress and loneliness by connecting students with similar challenges. Professionally, it provides just-in-time advice on issues like time management, relationships, careers and mental health. Students are more likely to read posts and comment than initiate their own posts. Engagement supports professional development by enhancing knowledge of funding and careers, implementing strategies, and potentially finding future collaborators.
Selas Turkiye Twitter Survey Report By MagnapubsZiya NISANOGLU
More faculty are using Twitter, with usage rising from 30.7% in 2009 to 35.2% in 2010. The most common Twitter activities for faculty are sharing information with peers and using it as a real-time news source. While over half of current Twitter users expect to increase their usage in the coming academic year, there remains skepticism about Twitter's role in higher education, with some concerned it could undermine writing skills or be distracting. Twitter is also being used more for professional networking and development.
Technology Enhanced Learning Workshop, Social Media for EducatorsTanya Joosten
The document discusses Tanya Joosten's use of social media for educational purposes. It provides tips for using social media profiles and participating in educational hashtags and live Twitter sessions. It emphasizes connecting with colleagues through conferences and professional groups on social media. It also addresses managing student expectations when using social media in the classroom, including issues like devices, apps, hashtags, archives, timing and technical support.
Social media to enhance online learningTanya Joosten
The document discusses how social media can be used to enhance online learning by expanding professional networks through platforms like Twitter and Facebook, engaging students with rich content on YouTube, and providing tips for setting up accounts and using hashtags to connect with colleagues and students. It also addresses managing social media use by developing strategies to meet pedagogical needs and improve the learning process and outcomes.
A study of informal learning among University of Wyoming Extension educatorsStan Skrabut, Ed.D.
This document summarizes a study on informal learning among University of Wyoming Extension educators. The study involved 53 educators who completed surveys over 7 months and participated in webinars. Key findings included: informal learning was the primary method used by educators to develop skills; subject matter expertise was prioritized over technology skills; and educators preferred learning opportunities that allowed sharing knowledge with peers. The study provided recommendations such as exposing educators to different learning methods, providing access to online resources, and encouraging digital skills. Suggestions for future research included examining budgets spent on learning and exploring characteristics like gender and experience levels.
Can social media help with post-graduate studies?DrCameronWebb
These are the slides from a professional development lecture I gave to University of Sydney post-graduate students at Westmead Research Hub in August 2016. The aim of this lecture was to showcase some of the ways I use social media as a researcher and public health advocate. The presentation touches on issues such as engagement with the community and mass media, increasing exposure of published research and gathering data to use for grant applications. For more on my use of social media, visit my blog https://cameronwebb.wordpress.com/
This is a survey of K-12 educators on their use of and attitudes about social networking and Web 2.0 content-sharing tools. It was conducted in Aug - Sept 2009 to 100,000 teachers, librarians, and principals.
Using Twitter to Improve College Student Engagement: Rey Junco SxSWi '11Rey Junco
While faculty and staff at higher education institutions have experimented with the use of social media, there has not been a concerted effort to integrate these technologies in educationally-relevant ways. Emerging research in the field of social media, student engagement, and success shows that there are specific ways that these technologies can be used to improve educational outcomes. This presentation will focus on reviewing and translating research on the effects of Twitter on college students into effective and engaging educational practices. Background research on the psychological construct of engagement will be provided and will be linked to engagement in online social spaces. In addition to presenting cutting-edge research on how to create engaging and engaged communities, the presenter will review specific ways that Twitter can be used in the classroom and the co-curriculum. The presenter will discuss how academicians can hack existing technologies, specifically Twitter, for educational good and will present the results of his latest research on the effects of Twitter on student engagement and grades.
How an online community promotes graduate students' professional developmentVanessa Dennen
Graduate students engage with the "GradSchool" subreddit for both social-emotional and professional reasons. Socially, it helps alleviate stress and loneliness by connecting students with similar challenges. Professionally, it provides just-in-time advice on issues like time management, relationships, careers and mental health. Students are more likely to read posts and comment than initiate their own posts. Engagement supports professional development by enhancing knowledge of funding and careers, implementing strategies, and potentially finding future collaborators.
Selas Turkiye Twitter Survey Report By MagnapubsZiya NISANOGLU
More faculty are using Twitter, with usage rising from 30.7% in 2009 to 35.2% in 2010. The most common Twitter activities for faculty are sharing information with peers and using it as a real-time news source. While over half of current Twitter users expect to increase their usage in the coming academic year, there remains skepticism about Twitter's role in higher education, with some concerned it could undermine writing skills or be distracting. Twitter is also being used more for professional networking and development.
Technology Enhanced Learning Workshop, Social Media for EducatorsTanya Joosten
The document discusses Tanya Joosten's use of social media for educational purposes. It provides tips for using social media profiles and participating in educational hashtags and live Twitter sessions. It emphasizes connecting with colleagues through conferences and professional groups on social media. It also addresses managing student expectations when using social media in the classroom, including issues like devices, apps, hashtags, archives, timing and technical support.
Wake Forest University Faculty Survey 2016Susan Smith
The survey of 167 Wake Forest University faculty found:
- Faculty value the library's role in paying for resources but rated digital research activities lower than peers.
- Two-thirds were comfortable replacing print journals with electronic versions. Half saw roles for both print and digital books.
- Faculty said undergraduate students have poor research skills and improving them is important. Two-thirds agreed librarians significantly help with student learning.
- Most visited the library weekly and were satisfied with facilities but less so with workspaces. Six in ten were highly dependent on the library.
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Technology enhanced learning workshop: Social media for educatorsTanya Joosten
This document provides guidance on using social media for educational purposes. It begins by introducing the author, Tanya Joosten, and their role at the University of Wisconsin-Milwaukee. It then lists tips for setting up social media profiles and engaging with colleagues, such as including an image, bio, and connecting through relevant hashtags. Examples of hashtags for different topics like education and technology are given. The document also summarizes research on students' preferences for communication and social media use. Finally, it discusses best practices for integrating social media into pedagogy and outlines expected benefits like increasing communication and engagement.
Session 94: Social Media “Strategery” & Guidance for Advising with @matt_rupert - Follow #SMadv & http://bit.ly/smadv - Monday (10/7) 3:15-4:15 pm in 255 C
This document summarizes a student's third year undergraduate dissertation which examines the use of social media as a support network for students transitioning through further education and apprenticeships. The student conducted research through questionnaires of 72 participants from a university and apprenticeship program to study how social media can help during studies. The student followed proper ethics procedures and recruited participants through posters and emails. Data analysis found no significant difference in stress levels before and after using social media for support. Students reported wanting more change than apprentices. There is potential for social media to be used more widely as a support in educational settings.
This document discusses the use of social media in education based on surveys of students' technology use and needs. It finds that students want good and frequent communication with instructors and classmates to feel connected. While students use social media heavily, they view email as for "old people." The document also discusses how social media can meet pedagogical needs like increasing communication and engagement. It provides guidance on selecting social media, setting expectations for student behavior, and connecting with others in the education field through social media.
Social Media and Student Trends: Where are they headed?edSocialMedia
The document discusses trends in student social media usage and how it relates to the college admissions process. It provides statistics on student usage of platforms like Facebook, Twitter, Instagram and Pinterest. It finds that while Facebook usage is still common, platforms like Twitter, Tumblr and Instagram are growing in popularity. The document also shows that students are increasingly using social media to research colleges, with 75% of students in the class of 2013 using it when deciding where to enroll, up from 39% the previous year. Schools are encouraged to have a social media presence and engage students authentically by sharing content from current students' perspectives.
Boundaries, Privacy, and Social Media Use in Higher Education: What do Stude...Vanessa Dennen
In this study, we examine university students’ beliefs and behaviors related to social media, identity, and boundaries in a higher education context. Findings suggest a complex and at times contradictory relationship between students and social media, in which they enjoy free access to information about and contributed by other people and freely share about themselves in a social or personal context, but are reticent to be active contributors in an academic context. Although students seek information about their instructors online, they do not believe that instructors might reciprocate. In contrast to a common assumption, they do not want to use social media in their coursework and prefer to restrict both their communication with instructors and coursework to private tools and settings.
The document summarizes the results of a survey of nearly 2,000 higher education professionals regarding their familiarity and use of Twitter. The key findings are:
1) Around 30% of respondents currently use Twitter, while over 50% have never used it and around 13% tried it but no longer use it.
2) Of current users, over 70% expect to increase their Twitter use in the coming academic year.
3) Common ways higher ed professionals use Twitter include staying up-to-date on news/trends and networking with colleagues. Some have also experimented with using Twitter in the classroom.
4) The majority of non-users cite a lack of time or familiarity with Twitter
Social Media for Active Learning MOOC - Social Media Lessons Webinar SlidesVanessa Dennen
Slides from the Week 2 Webinar of the Social Media for Active Learning MOOC.
Topic: Promoting Active Learning Through Social Media Lessons
http://bit.ly/smoochome #SMOOC2014
The document discusses findings from a 2013 survey of over 4,000 high school students regarding their use of social media, particularly in researching and selecting colleges. Some key findings include:
- 70% of students access social media on mobile devices, and 87% of those students access school websites on mobile as well. Instagram and Pinterest saw a 50% increase in usage from 2012.
- 72% of students used social media to research colleges, and 33% found it to be influential in their college search process.
- Over three-quarters of students think colleges should have a social media presence to connect with prospective students.
Psychology Club Enhancing the Experience of Online Adult LearnersDebra Mynar
This document discusses the World Campus Psychology Club (WCPC) at Penn State University, the first online psychology club. It provides background on the club's creation, mission, activities, and research conducted on its impact. Based on a survey of 11 club members, the research found the club helped create a sense of community and provided relevant academic and career resources. Some challenges included coordinating across time zones and maintaining active discussions. Overall, the club seemed to positively impact adult online learners.
Social media in higher education. How Italian academic scholars are using or ...Stefania Manca
This study surveyed over 6,000 Italian academics about their personal, teaching, and professional use of social media. It found that 89% use at least one social media tool personally, but only 36% use any tools for teaching. Facebook and YouTube were the most commonly used personally and professionally, while academics were more skeptical of social media's educational potential. There are also cultural and institutional barriers to adopting social media for teaching. Overall the study revealed both positive views of social media's benefits as well as deep skepticism and resistance to its use in higher education.
Social Media for Active Learning MOOC - Personal Learning Network Webinar SlidesVanessa Dennen
This document discusses personal learning networks (PLNs) and how to develop one. It provides examples of PLNs from a university professor and instructional designer. Key aspects of PLNs include identifying colleagues through various tools and interactions, communicating through following, commenting and sharing, collaborating to solve problems, and contributing back to the network. Developing a PLN takes intentional effort to identify relevant people and resources to follow, participate in professional events, and gradually become an active member of the network through reciprocal interactions. PLNs can also benefit students by connecting them to resources and others in their field of study.
Inside MOOCs: Student Expectations and Achievement #aln13clarkshahnelson
This document summarizes data from Johns Hopkins Bloomberg School of Public Health's experience offering massive open online courses (MOOCs) on the Coursera platform. Some key findings include:
- Over 250,000 students enrolled across the first set of 8 MOOCs, with over 17,000 earning statements of achievement.
- The majority of students intended to just watch videos of interest rather than complete assignments. Of those who intended to earn statements of achievement, only 8% actually did.
- The top motivations for students enrolling were that the courses would be enjoyable, teach career skills, and relate to their academic field.
- Around 8-21% of students submitted assignments or participated in
2011 thesis the influence of time spent by students engaged in co curric...SITI FADZILAH OSMAN
This document summarizes a dissertation that examined the influence of time spent by university students engaged in co-curricular involvement, online social networking, and studying/coursework on their academic achievement. The study surveyed students at a large public research university in the southeastern U.S. who held leadership positions in student organizations. Results from 613 respondents found statistically significant negative correlations between time spent in co-curricular involvement/online social networking and GPA, while time spent studying was positively correlated. Work for pay off-campus was also negatively correlated with GPA. Additional analysis excluding graduate students yielded similar results, though effects were smaller. The findings both supported and conflicted with prior literature and provide opportunities for further research on factors
Richy Damraur from Zinch discusses the recent findings of a survey conducted of over 500 prospective and current graduate students. The results will help you understand how students prefer to be communicated with, how frequently they prefer be communicated with and through which medium(s). Zinch will also discuss a variety of new and exciting avenues to find and engage with prospective graduate students.
Using SNA to Provide Feedback on Course Discussion (AERA 2015 Presentation)Vanessa Dennen
This document summarizes a study on providing social network analysis (SNA)-based formative feedback to students on their online course discussions. The study surveyed students on their reactions to three different types of feedback: brief generic text, personal network information with a class sociogram, and personal network information only. Most students preferred the personal network only feedback and found the sociograms confusing. While some students said they would change their discussion behavior based on the feedback, many said they would ignore it or just read it with interest. The study concludes that feedback needs to be easy to understand and immediately relevant for students in order to influence their behaviors.
This document discusses findings from a survey of 1,300 prospective graduate students conducted by Chegg in 2014. Some key findings include:
- Most students (66%) start researching graduate schools by their junior year of undergrad.
- Finances are the top influencing factor for students when deciding where to apply, far outweighing other considerations like program reputation.
- Students primarily use online search engines rather than graduate fairs to research schools.
- Social media has limited influence on where students apply or attend.
The document recommends ways for graduate programs to partner with Chegg to increase awareness, engage students during the research process, and ultimately drive more applications through targeted digital outreach and content.
Slide - The Impact of social media towards Academic Performance.pptxAkmadAliAbdul1
This document discusses a study on the impact of social media on the academic performance of BSBA students. It begins by outlining the objectives and hypotheses of the study. Tables are then presented showing respondents' demographic profiles, time spent on social media, and academic performance. Most respondents were female, aged 21-26, and spent significant time on social media, including during class breaks. However, their academic performance remained high, with over 90% having averages of 80% or higher. The study found that social media did not negatively impact students' academics, as they also spent adequate time studying and found social media useful for conceptualizing ideas. In conclusion, the study did not support the hypothesis that social media hinders academic work.
Impact of Social Networking Sites on Secondary School ChildrenReeba Sara Koshy
This document outlines a study that aims to determine the impact of social networking websites on the social behavior and academic performance of secondary school students in Pathanamthitta district, Kerala. The study will examine the extent to which students are exposed to social networking sites, and how this exposure influences their social interactions, disruptive behavior, and academic performance. It also reviews related literature and outlines the research design, which uses a descriptive approach with surveys, interviews, and behavior assessments of students, teachers, and parents. The study hypothesizes that extended social media use may negatively impact offline relationships and academics.
Wake Forest University Faculty Survey 2016Susan Smith
The survey of 167 Wake Forest University faculty found:
- Faculty value the library's role in paying for resources but rated digital research activities lower than peers.
- Two-thirds were comfortable replacing print journals with electronic versions. Half saw roles for both print and digital books.
- Faculty said undergraduate students have poor research skills and improving them is important. Two-thirds agreed librarians significantly help with student learning.
- Most visited the library weekly and were satisfied with facilities but less so with workspaces. Six in ten were highly dependent on the library.
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Technology enhanced learning workshop: Social media for educatorsTanya Joosten
This document provides guidance on using social media for educational purposes. It begins by introducing the author, Tanya Joosten, and their role at the University of Wisconsin-Milwaukee. It then lists tips for setting up social media profiles and engaging with colleagues, such as including an image, bio, and connecting through relevant hashtags. Examples of hashtags for different topics like education and technology are given. The document also summarizes research on students' preferences for communication and social media use. Finally, it discusses best practices for integrating social media into pedagogy and outlines expected benefits like increasing communication and engagement.
Session 94: Social Media “Strategery” & Guidance for Advising with @matt_rupert - Follow #SMadv & http://bit.ly/smadv - Monday (10/7) 3:15-4:15 pm in 255 C
This document summarizes a student's third year undergraduate dissertation which examines the use of social media as a support network for students transitioning through further education and apprenticeships. The student conducted research through questionnaires of 72 participants from a university and apprenticeship program to study how social media can help during studies. The student followed proper ethics procedures and recruited participants through posters and emails. Data analysis found no significant difference in stress levels before and after using social media for support. Students reported wanting more change than apprentices. There is potential for social media to be used more widely as a support in educational settings.
This document discusses the use of social media in education based on surveys of students' technology use and needs. It finds that students want good and frequent communication with instructors and classmates to feel connected. While students use social media heavily, they view email as for "old people." The document also discusses how social media can meet pedagogical needs like increasing communication and engagement. It provides guidance on selecting social media, setting expectations for student behavior, and connecting with others in the education field through social media.
Social Media and Student Trends: Where are they headed?edSocialMedia
The document discusses trends in student social media usage and how it relates to the college admissions process. It provides statistics on student usage of platforms like Facebook, Twitter, Instagram and Pinterest. It finds that while Facebook usage is still common, platforms like Twitter, Tumblr and Instagram are growing in popularity. The document also shows that students are increasingly using social media to research colleges, with 75% of students in the class of 2013 using it when deciding where to enroll, up from 39% the previous year. Schools are encouraged to have a social media presence and engage students authentically by sharing content from current students' perspectives.
Boundaries, Privacy, and Social Media Use in Higher Education: What do Stude...Vanessa Dennen
In this study, we examine university students’ beliefs and behaviors related to social media, identity, and boundaries in a higher education context. Findings suggest a complex and at times contradictory relationship between students and social media, in which they enjoy free access to information about and contributed by other people and freely share about themselves in a social or personal context, but are reticent to be active contributors in an academic context. Although students seek information about their instructors online, they do not believe that instructors might reciprocate. In contrast to a common assumption, they do not want to use social media in their coursework and prefer to restrict both their communication with instructors and coursework to private tools and settings.
The document summarizes the results of a survey of nearly 2,000 higher education professionals regarding their familiarity and use of Twitter. The key findings are:
1) Around 30% of respondents currently use Twitter, while over 50% have never used it and around 13% tried it but no longer use it.
2) Of current users, over 70% expect to increase their Twitter use in the coming academic year.
3) Common ways higher ed professionals use Twitter include staying up-to-date on news/trends and networking with colleagues. Some have also experimented with using Twitter in the classroom.
4) The majority of non-users cite a lack of time or familiarity with Twitter
Social Media for Active Learning MOOC - Social Media Lessons Webinar SlidesVanessa Dennen
Slides from the Week 2 Webinar of the Social Media for Active Learning MOOC.
Topic: Promoting Active Learning Through Social Media Lessons
http://bit.ly/smoochome #SMOOC2014
The document discusses findings from a 2013 survey of over 4,000 high school students regarding their use of social media, particularly in researching and selecting colleges. Some key findings include:
- 70% of students access social media on mobile devices, and 87% of those students access school websites on mobile as well. Instagram and Pinterest saw a 50% increase in usage from 2012.
- 72% of students used social media to research colleges, and 33% found it to be influential in their college search process.
- Over three-quarters of students think colleges should have a social media presence to connect with prospective students.
Psychology Club Enhancing the Experience of Online Adult LearnersDebra Mynar
This document discusses the World Campus Psychology Club (WCPC) at Penn State University, the first online psychology club. It provides background on the club's creation, mission, activities, and research conducted on its impact. Based on a survey of 11 club members, the research found the club helped create a sense of community and provided relevant academic and career resources. Some challenges included coordinating across time zones and maintaining active discussions. Overall, the club seemed to positively impact adult online learners.
Social media in higher education. How Italian academic scholars are using or ...Stefania Manca
This study surveyed over 6,000 Italian academics about their personal, teaching, and professional use of social media. It found that 89% use at least one social media tool personally, but only 36% use any tools for teaching. Facebook and YouTube were the most commonly used personally and professionally, while academics were more skeptical of social media's educational potential. There are also cultural and institutional barriers to adopting social media for teaching. Overall the study revealed both positive views of social media's benefits as well as deep skepticism and resistance to its use in higher education.
Social Media for Active Learning MOOC - Personal Learning Network Webinar SlidesVanessa Dennen
This document discusses personal learning networks (PLNs) and how to develop one. It provides examples of PLNs from a university professor and instructional designer. Key aspects of PLNs include identifying colleagues through various tools and interactions, communicating through following, commenting and sharing, collaborating to solve problems, and contributing back to the network. Developing a PLN takes intentional effort to identify relevant people and resources to follow, participate in professional events, and gradually become an active member of the network through reciprocal interactions. PLNs can also benefit students by connecting them to resources and others in their field of study.
Inside MOOCs: Student Expectations and Achievement #aln13clarkshahnelson
This document summarizes data from Johns Hopkins Bloomberg School of Public Health's experience offering massive open online courses (MOOCs) on the Coursera platform. Some key findings include:
- Over 250,000 students enrolled across the first set of 8 MOOCs, with over 17,000 earning statements of achievement.
- The majority of students intended to just watch videos of interest rather than complete assignments. Of those who intended to earn statements of achievement, only 8% actually did.
- The top motivations for students enrolling were that the courses would be enjoyable, teach career skills, and relate to their academic field.
- Around 8-21% of students submitted assignments or participated in
2011 thesis the influence of time spent by students engaged in co curric...SITI FADZILAH OSMAN
This document summarizes a dissertation that examined the influence of time spent by university students engaged in co-curricular involvement, online social networking, and studying/coursework on their academic achievement. The study surveyed students at a large public research university in the southeastern U.S. who held leadership positions in student organizations. Results from 613 respondents found statistically significant negative correlations between time spent in co-curricular involvement/online social networking and GPA, while time spent studying was positively correlated. Work for pay off-campus was also negatively correlated with GPA. Additional analysis excluding graduate students yielded similar results, though effects were smaller. The findings both supported and conflicted with prior literature and provide opportunities for further research on factors
Richy Damraur from Zinch discusses the recent findings of a survey conducted of over 500 prospective and current graduate students. The results will help you understand how students prefer to be communicated with, how frequently they prefer be communicated with and through which medium(s). Zinch will also discuss a variety of new and exciting avenues to find and engage with prospective graduate students.
Using SNA to Provide Feedback on Course Discussion (AERA 2015 Presentation)Vanessa Dennen
This document summarizes a study on providing social network analysis (SNA)-based formative feedback to students on their online course discussions. The study surveyed students on their reactions to three different types of feedback: brief generic text, personal network information with a class sociogram, and personal network information only. Most students preferred the personal network only feedback and found the sociograms confusing. While some students said they would change their discussion behavior based on the feedback, many said they would ignore it or just read it with interest. The study concludes that feedback needs to be easy to understand and immediately relevant for students in order to influence their behaviors.
This document discusses findings from a survey of 1,300 prospective graduate students conducted by Chegg in 2014. Some key findings include:
- Most students (66%) start researching graduate schools by their junior year of undergrad.
- Finances are the top influencing factor for students when deciding where to apply, far outweighing other considerations like program reputation.
- Students primarily use online search engines rather than graduate fairs to research schools.
- Social media has limited influence on where students apply or attend.
The document recommends ways for graduate programs to partner with Chegg to increase awareness, engage students during the research process, and ultimately drive more applications through targeted digital outreach and content.
Slide - The Impact of social media towards Academic Performance.pptxAkmadAliAbdul1
This document discusses a study on the impact of social media on the academic performance of BSBA students. It begins by outlining the objectives and hypotheses of the study. Tables are then presented showing respondents' demographic profiles, time spent on social media, and academic performance. Most respondents were female, aged 21-26, and spent significant time on social media, including during class breaks. However, their academic performance remained high, with over 90% having averages of 80% or higher. The study found that social media did not negatively impact students' academics, as they also spent adequate time studying and found social media useful for conceptualizing ideas. In conclusion, the study did not support the hypothesis that social media hinders academic work.
Impact of Social Networking Sites on Secondary School ChildrenReeba Sara Koshy
This document outlines a study that aims to determine the impact of social networking websites on the social behavior and academic performance of secondary school students in Pathanamthitta district, Kerala. The study will examine the extent to which students are exposed to social networking sites, and how this exposure influences their social interactions, disruptive behavior, and academic performance. It also reviews related literature and outlines the research design, which uses a descriptive approach with surveys, interviews, and behavior assessments of students, teachers, and parents. The study hypothesizes that extended social media use may negatively impact offline relationships and academics.
This document discusses motivating online learners through effective communication, feedback, and use of technology. It explores communication methods like syllabi, announcements, emails, and synchronous meetings. It emphasizes the importance of timely, personalized feedback that acknowledges strengths and identifies areas for improvement. Lastly, it addresses making technology a tool rather than barrier through student-centered use, engagement, catering to learning styles, and being prepared to assist students with technical issues. The overall message is that flexibility, encouragement, and addressing individual needs are key to motivating diverse online students.
The document provides an overview of a presentation about gathering student feedback using the YouthTruth survey. It discusses:
1) The goals of providing an overview of the YouthTruth project, presenting a case study of one school's experience, and having a question and answer session.
2) Details about the YouthTruth survey, including that it collects student feedback on engagement, relationships, culture, goals, rigor, and life outside school.
3) A case study of Miami Beach Senior High School which used the YouthTruth data to identify areas for improvement, such as helping all students plan for after high school and increasing rigor.
This document outlines a research study on the common mistakes made by freshman college students. The study aims to identify challenges freshmen face in their first year so future students can better prepare. It will survey current sophomores and juniors about their experiences as freshmen, and interview freshmen about difficulties they currently face. A literature review found that freshmen often struggle with time management, lack of social skills, and not defining life goals. The study will use questionnaires and interviews to collect both qualitative and quantitative data, which will be analyzed to test hypotheses about mistakes freshmen commonly make and how they can be avoided. The results are intended to help freshmen succeed and make fewer errors in their critical first year of college.
What would a leader in higher education tweet? Ready or not, social media use by college students is skyrocketing, challenging student affairs educators to meet them where they are. To explore this phenomenon, this Region VI Research Grant awarded study looked at sixteen senior-level Student Affairs administrators and their leadership practices on social media over a six-month period. This presentation was offered at both NASPA and ACPA national conferences, where attendees received a leadership framework and digital decision-making model based upon the results of the study.
Social networking gives teachers an opportunity to engage students in questioning and learning outside the composition classroom. This presentation will showcase how we can use social media as an extension of the classroom to teach students research tactics and conventions, ultimately encouraging students to become informed participants in online communities.
FINAL RESEARCH - JEYA&LEZIEL [Autosaved].pptxjekkdelubio
The document summarizes a research study that examined the impact of social media platforms on the academic performance of senior high school students in the new online learning system. The study found that (1) students' use of social media platforms had a neutral impact on their academic performance, (2) most students had an outstanding academic performance rating, and (3) social media platforms did not have a significant effect on students' academic performance. However, social media could positively or negatively impact students depending on how they used and managed it. The researchers concluded more research is needed and recommended teaching students proper time management and using social media to improve reading skills.
Study on Effects of Social Networks Usage on PG Studentsijtsrd
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Undergraduate and Graduate Student Use of Social Media WhitepaperProQuest
Social media is such an intrinsic part of the way students interact, it is natural that academic libraries would consider making services available through these communication channels. For the benefit of academic libraries, ProQuest commissioned a study by Hanover Research to gauge the current and potential uses of social media for academic research. We present the findings here, along with some top-line recommendations to assist libraries in executing an effective social media strategy.
Interaction on distance education in virtual social networks a case study wit...Carolina Schmitt Nunes
Reference:
NUNES, CAROLINA SCHMITT; Palomino, Cecilia Giuffra ; NAKAYAMA, Marina Keiko ; Silveira, Ricardo Azambuja . Interaction on Distance Education in Virtual Social Networks: A Case Study with Facebook. In: Mauro Caporuscio; Fernando De la Prieta; Tania Di Mascio; Rosella Gennari; Javier Gutiérrez Rodríguez; Pierpaolo Vittorini. (Org.). Advances in Intelligent Systems and Computing. 1ed.Berlin: Springer International Publishing, 2016, v. 478, p. 61-70.
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Adolescence is a time of fiery, creative developmental energy. We are primed to explore, discover, argue, build, create, and dream. We must do these things so that normal development can take place. Typical high schools are obstacles to this period of growth; they stunt development rather than ignite it and are often places that the love of learning goes to die. Modern high schools can be different. They can be developmental, engaging, and interesting places with more ‘reality’ and activity.
Similar to Online Learning Facebook Integration Pilot (20)
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STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISMAJHSSR Journal
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISM
Online Learning Facebook Integration Pilot
1. Rutgers, The State University of New Jersey
The Integration of Social Networking with
Online Learning: A Pilot Study & Looking to
the Future
Presented By:
Derek Malenczak, MS, CPRP
Amy Spagnolo, PhD, CPRP
Fae Cushing, AS
March 13, 2017
2. Rutgers School of Health Professions
Learning Objectives
By the end of this workshop, attendees should be able to:
1. Identify benefits of integrating social media with online
learning
2. Describe a pilot evaluation of an online course enhanced by
Facebook
3. Explain Social Networking (SN) trends of Rutgers University
students
3. Rutgers School of Health Professions
Agenda
• Background: Online Learning & Social Networks
• Pilot Project Description
• Social Network Survey: Description and Results
• Looking to the future, Q & A
4. Rutgers School of Health Professions
What We Know
• Online learning is prominent
• Fall 2014:
– 5.8 million students enrolled in at least one distance learning
course
– More than a quarter (28 percent%)
– 3.9 percent increase (Allen & Seaman, 2016)
– Slowest rate in more than a decade
– “People that are never going to do online, are never going to do
online” (Allen, 2016)
– One-in-seven (14%) students took all of their courses online
• "Exclusively" at a distance.
6. Rutgers School of Health Professions
Use of Social Networking Sites
• Young adults: heaviest users of social media by a substantial
margin
– 90% of them use social media
– 78% increase from the 12% who were using social media in 2005
(2015, Pew Research Center)
• 82% use Facebook
• 55% uses Instagram
• 32% use Twitter
• Yik Yak: 1,600 college campuses (2015, Business Insider)
• Snapchat: 18 to 24 year olds accounted for about 45% of
Snapchat customers (2015, eMarketer)
7. Rutgers School of Health Professions
What about combining both? (online education
and social media)
• Medical Education, Systematic Review
– Cheston, Flickinger, & Chisolm, 2013
• Social Media in Higher Education, Literature Review
– Tess, 2013
• Social Networks and their Role in Informal Learning
– Drlik & Beranek, 2016
• Enriching Higher Education with Social Media, Development
and Evaluation of a Social Media Toolkit
– Gülbahar, Rapp, Kilis, & Sitnikova, 2017
8. Rutgers School of Health Professions
What Prompted this Workshop?
• The Problem: Student Engagement
• RU Online Learning Conference, January 2016
– “High Touch Hybrid Courses – Incorporating Social
Media and Experiential Learning in Hybrid Courses”
10. Rutgers School of Health Professions
Average Daily Time Spent on Social Networks
11. Rutgers School of Health Professions
Why This Course?
• Emerging Trends and Topics in Psychiatric
Rehabilitation
• “This course will expose students to new and
emerging ideas, findings, models, and issues in a
variety of topic areas in the psychiatric
rehabilitation field.”
• “These topic areas represent critical components
of the recovery process for persons with severe
mental illness, and essential components of
practitioners knowledge base.”
12. Rutgers School of Health Professions
Pilot Overview
• Private Facebook group
• Participant compensation
• Two types of assignments
1. Answers to Discussion Forum questions and
responses to classmates (4 assignments total)
2. Three-paragraph summaries of news articles related
to emerging trends discussed in the course (4 total)
13. Rutgers School of Health Professions
Pilot Results
• 7 students began in the pilot
• 1 student withdrew from course mid-
semester, 6 completed the pilot
• Comparison grades of students in pilot vs.
non-pilot
– Discussion forum Grades
– Activity Assignment Grades
– Final Grade
14. Rutgers School of Health Professions
Facebook Pilot Grade Comparisons*
Total
Class
Non-
Facebook
Facebook
# of Students 26 20 6
Forum Grades 85.85 83.35 94.17
Activity
Grades
91.91 90.08 98.04
Final Grades 84.86 83.44 89.62
15. Rutgers School of Health Professions
Pilot Feedback
"I felt a connection to the other students for the
first time in an online class - I felt like there was more
camaraderie. I also like the visual aspect, and the ease
in reading other people's posts and responses.
Everything is right there in front of you…"
16. Rutgers School of Health Professions
Pilot Feedback
“I thought the pilot group was really cool…
Sometimes it even reminded me to do my own work… I
think one thing that gets mixed up with college kids
"addiction" to social media is the fact that just because
we are on social media doesn't mean we think any less. I
rather scroll through my newsfeed and stop on a random
post about the brains function or a persons life story... I
think social media is such a powerful tool because it can
reach so many people by a few clicks. Having the pilot
group was a cool way to integrate social media, It was
definitely a unique way to connect to my school work
rather then a classroom."
17. Rutgers School of Health Professions
Pilot Feedback
"I think social media integration is a great way to
get students involved in classes because of the constant
notifications you get when other students post, which
makes it hard to ignore your class work. It also
encourages students to post resources that everyone
can easily see and access."
19. Rutgers School of Health Professions
Social Network Survey
• 3 classes Spring 2016 semester (n = 45)
o Emerging Trends - Web & Classroom (28)
o Intro Course – Classroom (17)
• 2 classes during the Fall 2016 semester (n = 23)
o Practicum – Classroom (6)
o Intro Course – Classroom (17)
• Completed surveys n= 68
• Rate level of usage of “The Big 4” SN platforms
o Facebook, Twitter, Instagram & Snapchat
20. Rutgers School of Health Professions
Facebook Usage
7%
19%
6%
4%
24%
40%
Never had an account
Had an account at one time,
no longer active
Use sporadically (< 1
time/month)
Use regularly (at least once a
month, up to once a week)
Use frequently (more than
once a week, not every day)
Use daily (just about every
day)
21. Rutgers School of Health Professions
41%
27%
10%
9%
7% 6%
Never had an account
Had an account at one time,
no longer active
Use sporadically (< 1
time/month)
Use regularly (at least once a
month, up to once a week)
Use frequently (more than
once a week, not every day)
Use daily (just about every
day)
Twitter Usage
22. Rutgers School of Health Professions
Instagram Usage
18%
6%
7%
13%
15%
41%
Never had an account
Had an account at one time,
no longer active
Use sporadically (< 1
time/month)
Use regularly (at least once a
month, up to once a week)
Use frequently (more than
once a week, not every day)
Use daily (just about every
day)
23. Rutgers School of Health Professions
Snapchat Usage
28%
6%
5%
13%13%
35%
Never had an account
Had an account at one time,
no longer active
Use sporadically (< 1
time/month)
Use regularly (at least once a
month, up to once a week)
Use frequently (more than
once a week, not every day)
Use daily (just about every
day)
24. Rutgers School of Health Professions
Number of Students Using Platforms Frequently/Daily
43
9
38
33
0
5
10
15
20
25
30
35
40
45
50
Facebook Twitter Instagram Snapchat
25. Rutgers School of Health Professions
Would you support social network integration into
your online classes?
0 5 10 15 20 25 30 35 40 45
Don't Know
No
Yes
26. Rutgers School of Health Professions
Do you think you would spend more time engaged with
your online classes if social networking were integrated into
the course?
0 5 10 15 20 25 30 35 40
Don't Know
No
Yes
27. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
The Positive
Theme 1: Good vehicle for communication - Aids in
fostering relationships between classmates and
staff.
• "I think it could be a way of connecting to people on a
level they are more likely to be receptive to."
28. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
Theme 2: Innovative – Students felt that it would help
them to focus on schoolwork, those with low
attention spans reported that they might have a more
immediate and interesting way to engage with the
material.
• "I think it would be a great way to learn and would
potentially help me to focus on my school work more
especially if it were an online class."
29. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
Theme 3: Creative way to share current events and
class information - Daily themes and scheduled
class discussions were raised as viable options to
be included.
• I think that [social media] could be a good outlet to
bring people together. If they join groups together they
can join based on their interests, not a demand."
30. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
The Negative
Theme 1: Participant Presence on Social Media – Not
everyone is on social networking sites, nor do they
want to be.
• "It may help with different viewpoints and outlooks but it
may be a little too modern."
• "It would put individuals who don't have social media in a
difficult if not impossible position. Students would have to
accommodate the class… because they don't have
access to social media."
31. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
Theme 2: Separation of personal life/school life -
Mixing social and academic experiences would not
lead to a positive end.
• "I like keeping my social media separate from work and
school (unless I am really close friends with a classmate
or coworker). This is the reason why I don't support the
social media integration in online classes. I go on social
media to get away from stress of work and school, not to
have it added to the stress."
32. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
Theme 3: Privacy issues – Concerns were raised by
numerous students.
• "I think people wouldn't want schools knowing or
accessing their social media profiles for privacy
reasons."
33. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
Theme 4: Increased potential for distraction – Students
felt that it would be difficult to concentrate on the task
at hand.
• “Generally I don't agree with online classes, I like face-
to-face classes. People may get too distracted if online.”
34. Rutgers School of Health Professions
Looking to the Future
• Social Networking integration with online learning holds
promise in:
– increasing and improving student engagement with course content
– Increasing and improving interactions among participants (peers and
instructors alike)
• One LMS is attempting to do this now
– https://notebowl.com/
35. Rutgers School of Health Professions
References
• Allen, E. & Seaman, J. (2016). Opening the Textbook: Educational Resources in U.S. Higher Education 2015-
2016, Babson Research Group.
• Asano, E. (2017).How Much Time Do People Spend on Social Media? Social Media Today. Accessed at:
http://www.socialmediatoday.com/marketing/how-much-time-do-people-spend-social-media-infographic
• Cheston, C., Flickinger, T., Chisolm, M. (2013). Social Media Use in Medical Education: A Systematic Review.
Academic Medicine, 88 (6), 893–901. doi: 10.1097/ACM.0b013e31828ffc23
• Drlik, M. & Beranek, L. (2016). Social Networks and Their Role in Informal Learning. ECSM2016-Proceedings of
the 3rd European Conference on Social Media.
• eMarketer.com. (2015). Millennials Smile for Snapchat: Young millennial internet users account for 45% of
Snapchat users. Accessed at: https://www.emarketer.com/Article/Millennials-Smile-Snapchat/1012324
• Facebook 4th Quarter 2016 earnings report. Accessed at:
https://s21.q4cdn.com/399680738/files/doc_financials/2016/Q4/Facebook-Reports-Fourth-Quarter-and-Full-Year-
2016-Results.pdf
• Gülbahar, Y., Rapp, C., Kilis, S., & Sitnikova, A. (2017). Enriching Higher Education with Social Media:
Development and Evaluation of a Social Media Toolkit. International Review of Research in Open and Distributed
Learning, 18, 1, 23-39.
• Poulin, R. and Straut, T. (2016).WCET Distance Education Enrollment Report 2016. Retrieved from WICHE
Cooperative for Educational Technologies website: http://wcet.wiche.edu/initiatives/research/WCET-Distance-
Education-Enrollment-Report-2016
• Perrin, A. (2015). Social Media Usage: Pew Research Survey. Accessed at:
http://www.pewinternet.org/2015/10/08/social-networking-usage-2005-2015/
• Shontell, A. (2015). How 2 Georgia fraternity brothers created Yik Yak, a controversial app that became a ~$400
million business in 365 days. Business Insider. Accessed at: http://www.businessinsider.com/the-inside-story-of-
yik-yak-2015-3
Editor's Notes
Add specific times when we know the time slot we’ll be presenting in
Part 1 (5 minutes): Background on online learning and social networks
Part 2 (20 minutes): Description of Pilot Project
Part 3 (15 minutes): Description of and results from Social Network Survey
Part 4 (5 minutes): Looking to the future, Q/A
About 5.8 million students were enrolled in at least one distance learning course in fall 2014 – up 3.9 percent from the previous fall, according to "Online Report Card: Tracking Online Education in the United States," an annual report by the Babson Survey Research Group. Last year, that figure rose by 3.7 percent, which marked the slowest rate in more than a decade.
In 2014, distance education enrollment also fell in the for-profit sector but continued to grow at public and private institutions.
This is the 13th year Babson is releasing the report, which relied on responses from more than 1,000 officials at colleges and universities as well as data from the National Center for Education Statistics' Integrated Postsecondary Education Data System
Young adults have consistently been the heaviest users of social media by a substantial margin, and today that’s even more true: a staggering 90% of them use social media, according to a 2015 Pew Research Center study. That’s a 78% increase from the 12% who were using social media back in 2005.
Another Pew study found that 82% of young adults that are online use Facebook, and about 55% of this crowd uses Instagram, says the Pew study. Rounding out the mediums covered by the report is Twitter, used by about 32% of this population.’
A 2015 article in Business Insider reported that less than two years after launching, Yik Yak was being used by 1,600 college campuses. And within just a few months of its 2013 launch, the app had been downloaded 100,000 times. Today, it has millions of monthly active users.
Snapchat’s growth appears to have been similarly staggering. A January 2016 Fortune article reported that Snapchat users view more than 7 billion videos through the photo and video sharing app daily. In terms of user demographics, an April 2015 article in eMarketer says 18 to 24 year olds accounted for about 45% of Snapchat customers.
Social media is a term that is broadly used to describe any number of technological systems related to collaboration and community ( Joosten, 2012).
Social networking sites, blogs, wikis, multi-media platforms, virtual game worlds, and virtual social worlds are among the applications typically included in recent illustrations ( Barnes and Lescault, 2011 and McEwan, 2012).
Drlik & Beranek https://books.google.com/books?hl=en&lr=&id=1DaeDAAAQBAJ&oi=fnd&pg=PA71&dq=social+media+in+online+education+literature+review&ots=_M99byj1OD&sig=4Sxta_VlNCeAQGTdNBIwnXMu2TI#v=onepage&q=social%20media%20in%20online%20education%20literature%20review&f=false
From Facebook Earnings report
Offered in two sections every Spring semester
Online via Moodle Learning Management System (LMS)
In Classroom
Coincides with many students’ last semester in the program, whether in Associates or Bachelors programs
Received 1 point of extra credit on midterm & final in return for participation of the pilot
*Note the selection bias here (better students wanted the extra credit)
Several students (2) continued to post interesting articles they came across that related to the class in the Facebook group even after the course ended.
Several students (2) continued to post interesting articles they came across that related to the class in the Facebook group even after the course ended.
Several students (2) continued to post interesting articles they came across that related to the class in the Facebook group even after the course ended.
Social Networking integration with online learning holds promise in increasing and improving student engagement with both course content as well as fellow participants (peers and instructors alike).