Draft slides of Dr. Nick Bowman's talk at #UTSMW, the University of Tennessee's Social Media Week 2014. Dr. Bowman represents WVU on the panel "Using Social Media to Engage Students In and Out of the College Classroom" on Wednesday, April 2 at 9:05am. More information at: http://www.cci.utk.edu/social-media-week
NOTE: All images in this presentation are attributed to their original source, in the "notes" section of the PPT file; images without attribution are the creation of Dr. Bowman.
AECT 2019 Presentation titled Reaching Students Where They Are. An exploratory qualitative research study that investigated the lived experiences of students who provide synchronous online peer tutoring services in higher education.
VCCS NH'10: Refining Course Management Systems: Listening to Those Who Do It ...Amber D. Marcu, Ph.D.
How do users use content and collaborative systems? Does using a CMS imply certain pedagogies? Presenters will examine the natural teaching and instructional workflow of users as they interact with a collaborative course management system and how it compliments or conflicts with using a CMS. Three perspectives will be examined: instructional designers, instructors, and graduate/teaching assistants.
AECT 2019 Presentation titled Reaching Students Where They Are. An exploratory qualitative research study that investigated the lived experiences of students who provide synchronous online peer tutoring services in higher education.
VCCS NH'10: Refining Course Management Systems: Listening to Those Who Do It ...Amber D. Marcu, Ph.D.
How do users use content and collaborative systems? Does using a CMS imply certain pedagogies? Presenters will examine the natural teaching and instructional workflow of users as they interact with a collaborative course management system and how it compliments or conflicts with using a CMS. Three perspectives will be examined: instructional designers, instructors, and graduate/teaching assistants.
Interactive Online Technology Tools to Enhance Learning for English Compositi...Tiffany Smith
This powerpoint presentation was accepted to the
Society for Information Technology & Teacher Education 2011 Conference. It\'s virtually presented and included in the digital library.
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Interactive Online Technology Tools to Enhance Learning for English Compositi...Tiffany Smith
This powerpoint presentation was accepted to the
Society for Information Technology & Teacher Education 2011 Conference. It\'s virtually presented and included in the digital library.
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
The Value of Social: Comparing Open Student Modeling and Open Social Student ...Peter Brusilovsky
Brusilovsky, P., Somyurek, S., Guerra, J., Hosseini, R., and Zadorozhny, V. (2015) The Value of Social: Comparing Open Student Modeling and Open Social Student Modeling. In: F. Ricci, K. Bontcheva, O. Conlan and S. Lawless (eds.) Proceedings of 23nd Conference on User Modeling, Adaptation and Personalization (UMAP 2015), Dublin, Ireland, , June 29 - July 3, 2015, Springer Verlag, pp. 44-55, also available at http://link.springer.com/chapter/10.1007/978-3-319-20267-9_4.
The Participation Forum and Participation Map are open-source projects to create custom plugins for the Moodle LMS designed to create highly effective collaborative environments to support the social construction of knowledge. The PartForum sets up "semi-private" group areas, gives structured task details, and automatically awards points based on student contributions. The PartMap is a learning analytic which creates a "data portrait" describing student activity on discussion forums (both native Moodle forums and the PartForums), including both quantitative statistics and a qualitative visual map of the discussion progress.
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...Plamen Miltenoff
How much of the class interaction belongs to Twitter and Facebook and how much to LMS (e.g. D2L)? Where do students’ and instructors’ preferences lie when choosing between LMS and social media and how to be reconciled? What are the advantages of using social media as communication channel to the advantages of using LMS?
Learner Analytics and the “Big Data” Promise for Course & Program AssessmentJohn Whitmer, Ed.D.
Presentation delivered at the San Diego State University "One Day in May" conference on May 22, 201 by John Whitmer, Hillary Kaplowitz, and Thomas J. Norman
Universities archive massive amounts of data about students and their activities. Students also generate significant amounts of “digital exhaust” as they use academic technologies. How can faculty and administrators use automated analysis of this data to save time and conduct targeted interventions to improve student learning?
The emerging discipline of Learner Analytics conducts analysis of this data to learn about student behaviors, predict students at-risk of failure, and identify potential interventions to help those students. In this presentation, we will discuss the contours of this discipline and review the state of research conducted to date. We will then look at several examples of Learner Analytics services and hear from California State University educators who are using these tools to help their students. Finally, we will suggest some immediate ways that Analytics can be conducted at San Diego State.
Presenters:
John Whitmer, California State University, Chico
Hillary Kaplowitz, California State University, Northridge
Thomas J. Norman, CSU Dominguez Hills
Slideshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences (http://dsv.su.se/) on December 11th 2012. The topic dealt with e-coaching of online/blended learners and the potential role of social media.
I would like to acknowledge the kind support of the Knowledge Institute (http://www.kks.se/) in the organisation of this seminar.
The power of learning analytics for UCL: lessons learned from the Open Univer...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale. In this seminar, we will discuss lessons learned from various learning analytics applications at the OU.
"Taking advantage of social media in your courses"Tanya Joosten
Presented at the University of Nebraska WorldWide Innovation in Pedagogy and Technology
Abstract
Tanya Joosten, author of Social Media for Educators, will share guidance on how you can effectively use social media in your course to 1.) provide better support for students through amplified communication, 2.) curate and/or create rich and current content to increase student satisfaction, and 3.) develop greater opportunities for interactivity and feedback to improve student learning. Specifically, attendees will design a learning module using backwards design while considering and taking advantage of the characteristics and functionality of social media. We will consider how social media can assist us in providing our students an experience that facilitates multiple technological literacies to prepare them for professional life.
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
"Community Without Compromise..." CHEP 2014Emory Maiden
Slides developed with Dr. Tracy Smith for the 2014 CHEP conference on "Community Without Compromise: Cultivating Interactivity in Online and Blended Learning Environments"
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
Webinar Online Learning Myths & Engaging (Distance) Learners!Sara Valla
Presented by Sara Valla, a Digital Library Learning (DILL) Masters student completing her virtual internship with UNCG Libraries, and an Instructional Design & e-learning Consultant at Università degli Studi di Parma UniPR Co-Lab http://unipr.academia.edu/SaraValla
Dec 17, 2013 9am in UNCG Libraries' Blackboard Collaborate virtual room
A redefinition of the teacher and student roles in Language MOOCsElena Martín Monje
The example of 'How to succeed in the English B1 Level exam', a Language MOOC within the the ECO Project (Elearning, Communication and Open-Data: Massive, Mobile, Ubiquitous and Open Learning). Project funded by the European Community's CIP (Programme under grant agreement N. 21127).
Similar to Social Media for the Social Classroom (20)
The current study explores variance in perceptions of age-appropriateness and overall evaluations of a video game manipulated to contain sexually or violently explicit content as a function of national culture and moral foundations. Purity/Sanctity concerns were the strongest predictor of higher age-appropriateness ratings for sexually explicit (expected) and violent (unexpected) games. US players evaluated the violent game more favorably than Germans. Both evaluated the sexually explicit game similarly, although Germans preferred it to the violent game; US audiences preferred the violent game.
Advances in realistic graphics and artificial intelligence are hallmarks of evolved video games, as environments and characters are made to seem more real. Little is known, however, about whether or not character model changes may impact players’ relationships with familiar avatars, especially since anthropomorphism – the perception of nonhuman objects as being human or human-like – is understood as central to player-avatar interaction (PAX). This study leveraged a naturally occurring change to one MMO’s avatars to conduct a field quasi-experiment to investigate whether enhanced avatar anthropomorphism influences PAX dimensions: emotional investment, anthropomorphic autonomy, suspension of disbelief, and sense of control. Longitudinal analysis showed that enhanced anthropomorphism had no significant impact on any PAX dimension immediately or over time, when controlling for demographic and gameplay variables. Player comments suggest the change was experienced not as a change in humanness, but as a shift in perceptual realism – believability, lifelikeness, depth – that impacted the experience of the avatar-mediated gameworld more broadly.
Presented at the 2015 convention of the National Communication Association
Now in press at Psychology of Popular Media Culture; pre-press version can be accessed here: https://www.academia.edu/15606926/Of_Beard_Physics_and_Worldness_The_non-_Effect_of_Enhanced_Anthropomorphism_on_Player-Avatar_Relations
This study explores the potential correlation between an adolescent's leisurely video game experience and their narrative composition writing ability in a first-semester University writing course. Our data report moderate correlations between students' aggregated video game experience (years spent playing) and their ability to articulate tension and turn, and use proper organization in composition assignments, notably an early-semester diagnostic essay (assigned on the first day of class, prior to formal instruction). Findings suggest that leisurely gameplay might help develop competency with the same creative skills related to written narrative ability, potentially facilitating the learning of these skills in the classroom.
Citation: Bowman, N. D., Baldwin, C., & Jones, J. (2015, November). Virtual tensions fuel narrative tensions: The impact of leisurely video game experience on first-year college students’ observed composition writing ability. Paper presented at the National Communication Association, Las Vegas.
An avatar is “an interactive, social representation of a user” (Meadows, 2008, p. 23) in a digital environment. Although avatars broadly include textual screen names or social network profiles, we specifically discuss here the two- or three-dimensional graphic
bodies representing players in online games. These bodies are at least partially controlled by players as they engage a game – in movement, gesturing, communicating, and acting in/on the world – and these interactions constitute a multimodal gaming
literacy that is central to play (Gee, 2004).
This paper proposes a validated 15-item scale that merges theoretically divergent perspectives on player-avatar relations in extant literature (parasociality as psychological merging and sociality as psychological divergence) into a single instrument that measures player-avatar interaction (PAX). PAX is defined as the perceived social and functional association between an MMO player and game avatar, inclusive of four factors: emotional investment, anthropomorphic autonomy, suspension of disbelief, and sense of player control. These four factors were stable across two large multi-game (N = 494) and game-specific player samples (N = 458), in both exploratory and confirmatory factor analyses. Construct validity tests show scale dimensions have expected significant relationships with a sense of human-like relatedness and player-avatar relationship features, and predictive validity tests indicate theoretically likely and relevant factor associations with gameplay motivations and MMO genres.
Advancements in wearable technology have allowed for social information to be inserted directly (albeit conspicuously) into face-to-face interactions. One example is Google Glass, worn similar to a pair of eyeglasses but with a digital display which can provide the wearer an augmented reality of extra-dyadic cues – such as social information (culled from social media programs) – about one’s conversation partners. Such interactions might violate expectancies of “normal” face-to-face interactions, in which both partners are assumed to have similar levels of social information about the other (as well as similar capabilities to retrieve and record this information). The current study simulated a fictitious “Looking Glass” program that (a) auto-detected (via facial recognition) one’s partner and (b) displayed that person’s last 12 social media posts on Glass. In a randomized case/control experiment, non-wearers were more likely to perceive Glass-wearers as physically attractive and socio-emotionally close, while feeling lower self-esteem and having higher mental and physical demand with the conversation. Open-ended data suggested Glass wearers to be less attentive to the conversation, and Glass-present conversations were less on-topic. These data hold implications for future application of and research into what we refer to as cyborgic face-to-face interactions: non-mediated yet technologically augmented social interactions.
Citation: Bowman, N. D., Banks, J. D., & Westerman, D. K. (2015, May). Through the Looking Glass: The impact of Google Glass on perceptions of face-to-face interaction. Paper to be presented at the International Communication Association, Puerto Rico.
Through content analysis of their coverage on a large-scale media event, this paper examines the difference of agendas set by traditional media (represented by newspapers) and new media (represented by micro-blogs) in China. The results show that the agendas discussed by the Chinese people on micro-blogs are not significantly influenced by newspapers. In terms of the topics of the news, newspapers are more concerned with the Chinese economy and people's livelihood while micro-blogs are more concerned with political and legal reforms in China. As for media tone, newspapers are more likely to cover the event positively while micro-blogs tend to be negative. These findings that the Chinese government may be incapable of exercising their traditionally strong media agenda influence over newer digital media suggest that Chinese citizens, or netizens, may enjoy more freedom of speech in micro-blogging.
Zhang, G., Bowman, N. D., Shao, G., & Guan, D. (2015, May). “The people dissent, or The People’s consent?” Comparing news agendas of traditional and new media surrounding a large-scale Chinese political event. Paper presented at the International Communication Association, Puerto Rico.
College students use their social media profiles to create and (normally) maintain a positive presentation of their self-identities in an expansive online social network. According to the social identity model of deindividuation effects (SIDE) model, when students identify strongly as a member of a group, they may craft posts that reflect this group identity, which may or may not be seen as acceptable to others in their social network. In a one-to-many form of communication like a social media website, a person may have many small groups of people in their social network, but their audience is their entire network as a whole. This study analyzes how group identity shapes the way people post updates. Students from a large Mid-Atlantic university were surveyed about their group identity and their own social media posts. By analyzing and comparing their actual Facebook posts to their survey responses, a direct relationship between strength of group identity and group-conforming Facebook posts was expected.
As part of a panel on the "Psycho/biological considerations for human interactions within video games" at NCA 2014, Dr Nick Bowman presents a summary of his work on task demand and video games.
The current study explores the impact of dissonant origin information (information about character origin that counters audiences’ prior knowledge) on dispositional shift (movement from more to less extreme judgments). In a 2 (action: pro- or anti-social) x 2 (outcome: rewarded or punished) x 2 (canonical/control or dissonant origin) between-subjects experimental design, participants receiving dissonant origin experienced greater dispositional polarization (that is, dramatic shift) – from extreme positive to extreme negative judgments; these effects intensified when the character’s actions were anti-social.
Research has yet to identify causes for jealousy reactions on social network sites. An experiment examined how message exclusivity affects jealousy responses to a hypothetical scenario. A total of 191 students were randomly assigned to imagine their emotional and behavioral responses to an ambiguous message given by their partner to a romantic rival in a private Facebook message (high exclusivity) or posted publicly on the rival’s Facebook wall (low exclusivity). Those reading high exclusivity messages reported more negative emotion and were more likely to confront. Threat perception and negative emotion predicted confrontational behavior. There was an indirect effect of exclusivity on threat perception through negative emotion. There was no direct link between exclusivity and threat perception.
Citation: Cohen, E.L., Bowman, N.D., & Borchert, K. (2014). Private flirts, public friends: Understanding romantic jealousy responses to an ambiguous social network site message as a function of message access exclusivity. Computers in Human Behavior, 35, 535-541. doi:10.1016/j.chb.2014.02.050
Video games have long been understood as an entertaining and popular medium, and recent work has suggested that at least part of their appeal rests in their ability to foster feelings of sociability and belonging with others. From this, we expected that following an episode of social ostracism, playing video games with other people would be an enjoyable experience due the game’s ability to restore one’s social needs. However, in a 2 (social inclusion vs. social ostracism) x 2 (choosing to play alone vs. co-playing) quasi-experimental design, individuals who were socially ostracized in a ball tossing game reported no deficit in their subsequent enjoyment of the video game- reporting above-average enjoyment - while individuals who were socially included reported significantly lower enjoyment when playing alone compare to all other conditions. These effects held, controlling for individual sex, trait need for belonging, video game self-efficacy, and individual performance at the game. These results ran counter to predictions regarding the socially restorative power of video games following a social ostracism episode, and offer insight into how social scenarios might foster expectations of entertainment media products.
Citation: Bowman, N. D., Kowert, R., & Cohen, E. (2014, November). When the ball stops, the fun stops too: The impact of social inclusion on video game enjoyment. Paper to be presented at the National Communication Association, Chicago.
Taking an initial step to empirically investigate cultural conjecture about stay-at-home mothers' (SAHMs') and working mothers’ (WMs') rivalry, the purpose of this study was to identify the content of stereotypes held for these subgroups of mothers. Through open-ended responses from SAHMs, WMs, and a broad non-parent sample, 5,523 traits of SAHMs and WMs emerged. Following coding procedures used in previous stereotype research (Hummert, Garstka, Shaner, & Strahm, 1994; Ruble & Zhang, 2013), the authors grouped the traits into 28 SAHM and 21 WM stereotype categories. The SAHM stereotype categories align with traditional views of womanhood, feminism, and family structure and reveal positive evaluations of mothering ability. Examples of the SAHM stereotype categories include: “domestic,” “caregiver,” “family-oriented,” and “ideal mom.” The WM stereotype categories align with non-traditional views of womanhood, motherhood, and family structure and reveal negative evaluations of mothering ability. Examples of the WM stereotype categories include: “determined,” “independent,” “work-focused,” and “substandard mom”. SAHM and WM stereotypes provide evidence for both stagnant and progressing ideals of women such that SAHMs are perceived as feminine, heterosexual housewives who are solely competent at mothering and WMs are perceived as independent, strong women who lack maternal instincts. Building on social identity (Tajfel & Turner, 1986) and subsequent theorizing (Cuddy, Fiske, & Glick, 2007), these results lay groundwork for further assessment of these stereotypes, particularly their prevalence, valence, and links to specific family and intergroup communication practices.
Guided by Rhetorical and Relational Goals Theory, this study examined college students' perceptions of effective teaching behaviors. Specifically, students (n = 209) were asked to design their ideal instructor by prioritizing ten teaching behaviors and characteristics from rhetorical and relational traditions (i.e., assertive, responsive, clear, relevant, competent, trustworthy, caring, immediate, humorous, disclosure). Results indicated that students preferred teacher clarity, competence, and relevance from their instructors. Teacher self-disclosure, immediacy, and caring were considered to be luxury behaviors rather than necessary behaviors. Academic beliefs (i.e., learning orientation, grade orientation, academic entitlement) were significantly related to many student preferences for effective teaching behaviors.
For our lecture on 6 November 2014, a copy of the PPT slides from Chapter 10's discussion. NOTE: These are the PPT slides for Section 001 only (TR, 11:30 am to 12:45 pm), shared due to technological issues in class during that day's lecture. Enjoy!
Paper presented at Meaningful Play 2014, East Lansing, MI, 16 October 2014
Popular opinion of digital games tends to classify them as toys, diversions and distractions, however this focus on games solely as sources of hedonic pleasure is theoretically, empirically, and phenomenologically myopic – it obscures the full range of affective, emotional, and cognitive experiences that one can have when playing digital games. In this vein, this study explores the phenomenal experience of enjoyment and appreciation in massively multiplayer online games, addressed through players’ descriptions of favorite gameplay memories. Through emergent thematic analysis of these descriptions and statistical analysis of individual differences, we demonstrate that elements of online game content can be both enjoyed as ego-driven reward and achievement and appreciated relationally with respect to other players, characters, and the gameworld. However, memorable game experiences are not necessarily experienced as having entertainment value, such that games scholars should be more inclusive of what is considered as important to players – potentially the win, the worth, and the work of play.
A guest lecture, sponsored by the Scripps College of Communication at Ohio University. The talk was given on 7 October 2014 in the Schoonover Lobby by Dr. Nick Bowman.
For Fall 2014, WVU Department of Commnication Studies is hosting an informational meeting on Monday, September 8 for undergraduate students interested in learning about our two student organizations: Lambda Pi Eta and the Undergraduate Communication Association.
Early in graduate school, scholars are introduced to the foundational epistemologies and ontologies of their fields. Similar to the way in which children tend to adopt the world-views of their parents, young scholars tend to acclimatize to the theoretical and methodological assumptions of their advisors. In this process, scholars learn to harness the tools of their chosen focus of study, often at once mastering one tool-set and becoming blind to the potential utility of others. In this presentation, we present the results of a line of research on player-avatar relationships (PARs) that has successfully leveraged the seemingly-inherent friction of two very divergent approaches to research: interpretative scholarship aimed at generating rich data from conspicuous participants (in which the data analyzed are subjective accounts of human experiences gathered using quasi-ethnographic methods) and post-positive scholarship aimed at gathering broad data from anonymous participants (in which the data analyzed are observed cognitions, attitudes or behaviors produced through survey and experimentation). Initial solutions from both camps produced competing explanations regarding PARs – the former suggesting them to be best framed as authentic social relationships, the latter suggesting them to be best framed as para-social affinities. Subsequent studies theoretically and methodologically blended both approaches, resulting in a broader and deeper conceptualization of PARs that accounts for counterintuitive patterns in the qualitative data and substantially improves variance explained by data models designed to understand uses and effects.
Talk delivered at the University of Muenster, Thursday July 24. Images contained are not property of authors, with exception of data tables and figures.
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1. SOCIAL MEDIA, SOCIAL CLASSROOM
Bowman, N.D.
2 April 2014
#UTSMW
Media and
Interaction Lab
2.
3. SIX POSTS = SIX POINTS
• Mass lectures are an
historical and integral part
of University experience…
• …that often leave
students disengaged and
disenfranchised “…if the Professor has to use a mike, maybe
that’s a sign…[of what?] ”
4. SIX POSTS = SIX POINTS
• Mass = one to many
• Lecture = one-way
delivery
Join “Us”
Mass lectures, as with mass networks
are incredibly efficient at distributing
information, but their structure does
not foster engagement.
5. SIX POSTS = SIX POINTS
• Common complaints:
– Lack of cognitive engagement
– Lack of “attendance”
– Lack of P2P connectedness
• P2Peer & P2Professor
6. SIX POSTS = SIX POINTS
• One way to supplement the mass
lecture is to increase out-of-class
contact, but:
– Office hours & study sessions are
corporeally restrictive (and can
be cost-prohibitive)
– e-mail is attentionally restrictive
– Learning management systems
are administrative, anti-social, and
“artificial” to the Millenial(?)
7. SIX POSTS = SIX POINTS
• Facebook might address
these by providing a
persistent classroom
– a „ready space‟ for
engagement and
relationships
8. SIX POSTS = SIX POINTS
• Given the (a) persistent
nature and (b) natural
usage of Facebook, the
platform might serve as
– Classroom Commons (Scharwtz, 2010)
– “Third Places” (Steinkuehler & Williams, 2006)
9. SIX POSTS = SIX POINTS
• Sample
– N = 321 students in
one mass lecture (195
male, 126 female;
variety of majors)
– Voluntary enrollment
in supplemental
Facebook page
• Facebook Usage
– 46% joined (n = 148)
– Avg. of 6.88 posts (SD =
9.50, skew = 4.09); 1.88
responses per post
– Heavy positive
skewed, suggesting a
few „super-posters‟ with
many lurkers
10. SIX POSTS = SIX POINTS
Exam
Review
Admin Class-
Related
Links
Peer
Support
Humor Affect Unrelated
Links
Instructor
Support
Random
# posts 201 119 61 17 16 15 13 8 27
Avg # comments
per post
3.60 2.47 1.46 3.41 2.74 .292 .288 .375 1.64
# posts initiated
by Instructor 64a
60 39 0 3 1 5 8 13
Avg # of
comments per
post
3.66 1.22 .923 0 4.33 0 0 .375 2.92
# posts initiated
by students 137b
59 22 17 13 14 8 0 14
Avg # of
comments per
post
3.54 3.71 2.00 3.41 1.15 4.39 3.75 0 .357
One student posted 81 times!
14 starts, 67 responses
(final score = 81%)
11. SIX POSTS = SIX POINTS
• Cognitive learning
– In-group: (M =
78.55%, SD = 8.54)
– Out-group: (M =
72.64%, SD = 13.60)
• “No” correlation between
number of posts and
grades
– r = .158, p = .061
t(319) = 4.71, p < 001, eta-squared = .056
12. SIX POSTS = SIX POINTS
• Students‟ had more positive
dispositions toward
– each other
• n = 133 “well-wishings”
– the course
• One of 283 student posts expressed
negative commentary (test difficulty)
• Of 17/96 negative comments about the
course in eSEI, none referenced
technology
They also showed their Instructor a
unique brand of … err … love.
13. SIX POSTS = SIX POINTS
• Students engaging class online scored higher
on their exams
– Increased contact with content
– Increased contact with each other
• A „double-dose‟ of (persistent) content, from
multiple perspectives
14. SIX POSTS = SIX POINTS
• Quasi-experimental
design does not account
for self-selection
– “rich get richer” effect?
• How accurate are the
“super-users”
– Invoking the jury theorem
15.
16. TWEETING TO TEACHERS
• Twitter is useful for:
– enhance social
presence in distance
learning (Dunlap & Lowenthal, 2009)
– Sharing knowledge
nuggets “in the
moment” (Skiba, 2008)
Twitter can get a great way to engage
students when a “teachable moment”
hits, in particular one outside the
classroom.
17. TWEETING TO TEACHERS
• Early sample of tweets from #WVUCOM425
– Course on Computer-Mediated
Communication
– N = 34 in class (n = 13 involved on Twitter)
– Course also used „combined‟ Facebook page
18. Can you identify the two-step flow
process in the #wvucom425 map?
19. TWEETING TO TEACHERS
Pros
• Connects students in a
meaningful way with
extra-curricular content
(and people)
• Sustains conversations
beyond the classroom
• Data easy to trace
Cons
• Cognitive demanding
(Bowman et al, 2013)
• Exposes students (and
their thoughts) to the
general public
• Open for “hijacking”
• Data easy to trace
20. CONCLUSIONS
• Social media can serve as a
supplemental course activity
• Aid in… (Keitzmann et al 2011)
– Sharing of content
– Conversations around content
– Groups generating new content
21. CONCLUSIONS
“His facebook page is awesome!
It helps with studying for the test
and getting general questions
answered fast ...You could tell
that he loves the subject and
enjoys teaching it too.”
~ Blind Student Eval
“Dr. Bowman would stay on
almost all night helping students
with last minute questions”
But also….
22. …BUT A WARNING!
• “Millenials” ≠ “teched” (Hargittai, 2014)
• Not all tech is seen as easy to use (Bowman et al., 2012)
23. FOR MORE INFORMATION
Nick Bowman, Ph.D. [CV]
Twitter (@bowmanspartan)
Skype (nicholasdbowman)
nicholas.bowman@mail.wvu.edu
Media and
Interaction Lab
http://comm.wvu.edu
/fs/research/lab
24. COLLABORATORS
• Mete Akcaoğlu
• Megan Bryand
• Lindsay Carr
• Matt Martin
• Keith Weber
• Martin Hawksey
• #WVUCOM105
• #WVUCOM425
• David Westerman
• Elizabeth Cohen
• Jaime Banks
• Nicole Ellison
ABSTRACT: Mass lecture courses are a mainstay in university instruction despite their limitations regarding student engagement and resultant learning outcomes. Out-of-class communications andlearning management systems have been developed to address these limitations, but the former is resource-intensive and the latter is often viewed as an administrative rather than pedagogical aid. Facebook groups have proven to be useful and persistent spaces for connecting individuals around innumerable topics of interest. In this study, a course-specific Facebook group was created for an introductory mass media course at a large mid-Atlantic university to serve as a supplemental (and voluntary) space for course content discussions. End-of-the semester grades of the Facebook group users were significantly higher than the non-users, t(319) = 4.71, p < 001. In terms of affective learning, an analyses of the student responses indicated that students generally felt positively about being a part of the Facebook group. Thematic analysis of the Facebook posts indicated that students mainly used this space to discuss exam-related matters. We discuss potential reasons for this outcome, and implications of current research for future research and practice.Photo credit: http://www.edudemic.com/wp-content/uploads/2013/09/facebookclass.jpg
Hollywood portrayals of the college classroom often invoke images of the stately professor standing behind a lectern “engaging” students in a crowded and chalky classroom theatre. Despite its wide acceptance, the mass lecture − while firmly rooted in the academy (Murphy, 1998) − is known to present many obstacles to instructors and students due largely to the immense size of the learning environment. Mass lectures favor efficiency of communication over careful attention to course content (Ware, 2011). In mass lectures, traditional instructional methods are favored that emphasize one-way communication between instructor and student, minimizing (and potentially marginalizing) the participation of the latter (Tyma, 2011). The colossal size of the mass lecture combined with the passive nature of learning encouraged in such an environment can make it difficult for all students to decode messages as they were intended (Geske, 1992; Jacques, 1997).Citations: Geske, J. (1992). Overcoming the drawbacks of the large lecture class. College Teaching, 40, 151-154.Jacques, D. (1997). Myths that must go. The Australian, Higher Education, 22, 41-42.Murphy, E. (1998). Has the mass lecture still got a place in university teaching? In Black, B. and Stanley, N. (Eds), Teaching and Learning in Changing Times, (pp. 228-232). Paper presented at the 7th Annual Teaching Learning Forum. Perth: UWA. http://lsn.curtin.edu.au/tlf/tlf1998/murphy-a.htmlTyma, A. (2011). Connecting with what is out there!: Using Twitter in the large lecture. Communication Teacher, 25(3), 175–181. doi:10.1080/17404622.2011.579911Ware, F. (2011). The development of a blended learning approach to delivering information skills training to large health related student audiences with limited staff resource. Health Information and Libraries Journal, 28(3), 230–6. doi:10.1111/j.1471-1842.2011.00942.xPicture credit: http://www.compasseducationstrategies.com/wp-content/uploads/2011/12/Seminar_Hall_8468434.jpg
The main line of criticism on mass lectures is directed at the disadvantages caused by class size (as suggested by the name “mass”) and one-way delivery of knowledge from the instructors to the students (as suggested by the name “lecture”). Here, it might also be argued that the criticisms for the second reason (i.e., lecture) are caused by the first reason (i.e., mass), in that lectures are considered to be efficient ways of delivery information across large numbers of students (Chanock, 1999).The “join us” network is often typified by (a) broadcasting of information from (b) a centralized source that – while being open to feedback from members, tends to (c) minimize connections between members by design. Ina “join us” network, focus is implicitly and explicitly placed on the central hub. Citation: Chanock, K. (1999). One good thing about lectures : They model the approach of the discipline. The Journal of General Education, 48(1), 38–55.Image credit (“Join us”) network: http://socialmedia.wikispaces.com/file/view/networkstructures2sm.jpg/30268602/networkstructures2sm.jpgProfessor hat: http://rlv.zcache.com/warning_professor_hat-r1c4443e406284980b7d3b313edc50cf1_v9wfy_8byvr_512.jpgSleeping lecture hall: http://mathsimulationtechnology.files.wordpress.com/2012/02/sleepingstudents.jpg
Learning management systems have gained popularity in collegiate environments as programs that provide students with persistent access to course documents, grade books, andother course materials. However, students often perceive these systems as spaces for instruction (e.g., access lecture notes) or administration (e.g., check grades), rather than social spaces toconnect with instructors and peers. Moreover, none of these spaces exist as natural parts of a student’s own media ecology, requiring students to occupy yet another technology as part of analready-crowded digital landscape (Watkins, 2009).Citation: Watkins, S. C. (2009). The young and the digital: What the migration to social-network sites, games, and anytime, anywhere media means for our future. Boston: Beacon.
By contrast, Facebook (founded in 2004) began as a social network for individuals associated with academic institutions. As of May 2013, Facebook had over one billion users around the world (Smith, 2012), and is extremely popular with college students: as many as 97% of college students have accounts, and they actively use those sites for nearly two hours daily (Smith & Caruso, 2010; Junco, 2012). Today’s college students are what Prensky (2001) refer to as digital natives: individuals born into a technological age who are experts at using and adapting to technology for a variety of end goals, including a preference for communicating through technological devices. Facebook is free of cost, easy to use, and is readily accessible to students who own computers or phones with Internet access, and many incoming college students indeed have established Facebook accounts from high school and report few encumbrances using the technology (Bowman, Claus, & Westerman, 2012).Citations: Bowman, N. D., Westerman, D. K., & Claus, C. J. (2012). How demanding is social media: Understanding social media diets as a function of perceived costs and benefits–A rational actor perspective. Computers in Human Behavior, 28(6), 2298-2305.Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5): 1-6.Smith, A. (2012, October 4). Facebook reaches one billion users. CNNMoney.com. Retrieved from http://money.cnn.com/2012/10/4/technology/facebook-billion-usersSmith, S. D., & Caruso, J. B. (2010). ECAR study of undergraduate students and information technology. Boulder, CO: EDUCAUSE Center for Applied Research.
The “join in” network is often oriented around a central hub, but not focused on it. Rather, information is generated by hubs (communities) and filtered to the larger community through a centralized point. In this way, focus is implicitly and explicitly placed on the group as a whole. Citations:Schwartz, H. L. (2010). Facebook: The new classroom commons? Education Digest, 75(5), 39-42. Steinkuehler, C. A., & Williams, D. (2006). Where everybody knows your (screen) name: Online games as “Third Places” Journal of Computer-Mediated Communication, 11, 885-090. Picture credit: http://socialmedia.wikispaces.com/file/view/networkstructures2sm.jpg/30268602/networkstructures2sm.jpg
Data for this study came from students who were attending a freshman-level mass media mass lecture course at a large, mid-Atlantic university (n = 321). While 60% of the participantswere male (n =195), the remaining 40% of the students were female (n = 126). Students were not directly surveyed (all data is culled from behavioral observation) but students represented abroad distribution of grade levels and majors – consistent with the composition of most University-level mass lecture courses.
Looking more closely at the comments made by users, a total of N = 477 unique posts were made to the Facebook wall, with each receiving an average of M = 1.81 responses per post. Just under 60 percent (n = 283) of all posts were made by students, who posted an average of M = 6.88 posts, SD = 9.05. Thematic analysis of the of posted comments identified nine unique categories of content: exam review (n = 201), administrative (n = 119), class-related external links (n = 61), peer support (n = 17), humor (n = 16), affect for instructor or class (n = 15), nonclass- related external links (n = 8), and a group of non-classifiable comments (n = 27). This data shows a clear dominance of exam review (basic content questions) and administrative-type comments (questions about course policies) on the group discussion wall, with a nearly 2:1 ratio of exam review comments to administrative ones. Of these 201 exam review questions, only 64 were initiated by the course instructor, with 137 being initiated by students in the Facebook group - in both cases, each post was accompanied by an average of about four responses (Table 1). These patterns of discussion suggest that the primary use of the class Facebook group was to discuss course content.
In terms of cognitive learning, students who were members of the class Facebook group performed significantly better in the class (M = 78.55%, SD = 8.54) than students who were notin the group (M = 72.64%, SD = 13.60), t(319) = -4.71, p < 001. For students in the Facebook group, there was no significant association between the number of times an individual posted inthe Facebook group and their attendance (r = .124, p = .144) or their course grade (r = .158, p = .061). This data suggest that membership in the group was the primary influence on thewitnessed effects rather than the frequency, intensity or type of involvement (active: posting/commenting, vs. passive: reading) in the group. Put another way, our data suggest that students who were passively involved (i.e., read the comments of others) benefitted as much as the ones who preferred to active involvement (i.e., post and seek answers to their questions). Such an effect is similar to in-class discussions by which all students can learn from the answers to one student’s question.
Considering affective learning, we analyzed the tone and content of Facebook comments. Of the 283 total posts initiated by students, only one was coded as having a negative tone (astudent complaining about the perceived difficulty of the final exam). Conversely, we found 30 unique expressions (11 percent) of positive instructor affect and 53 posts (19 percent) related tostudent support (45 of these related to the final exam). When students responded to these comments, they did so an average of 2.48 times, with posts in the instructor affect (M = 4.39),external links (M = 3.75) and student support (M = 3.41) categories receiving the most comments in response. The most prominent student response comments were related to the examreview category (n = 133), with students wishing each other luck and/or congratulating each other for knowing the answers to different exam review questions.
We interpret these results to suggest that, broadly, students in the mass lecture course saw the use of Facebook as a positive aspect of the class. Looking just at Facebook users, we see students engaging in an ample amount of student support communication, particularly with collaborating to study for course exams. Cursory overview of students’ comments shows them to be in line with various course lessons, thus indicating students were not only discussing course-pertinent information but were discussing it accurately - an interpretation further collaborated by the increased exam scores earned by Facebook group users.
Citations: Dunlap, J. C. & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2)Skiba, D. J. (2008). Can you post a nugget of knowledge in 140 characters or less? Nursing Education Perspectives, 29(2), 110-112. Picture credit: http://www.amplify.com/assets/viewpoints/teaching-moments-through-tweeting.jpg
Citation: Kietzmann, J.H., Hermkens, K., McCarthy, I.P., & Silvestre, B.S. 2011. Social Media? Get Serious! Understanding the Functional Building Blocks of Social Media. Business Horizons, 54, 241-251.
Using the rational actor perspective as a guiding frame, this exploratory study examined individuals’ social media diet (i.e., amount, frequency, and duration of use) as a function of task load and expected goal attainment. Surveys were distributed (N = 337) focusing on Twitter and Facebook usage for informational and relational purposes, respectfully. Increased task load – conceptualized as a cognitive cost – directly negatively influenced Twitter use but only indirectly influenced Facebook use as a function of perceived benefits. Across conditions, perceived self-efficacy was negatively associated with perceived task load and positively associated with goal attainment, and goal attainment was a significant correlate of increased social media usage. Interpreted, we see that a transparent technology such as Facebook has no cognitive costs associated with its use, while an opaque technology such as Twitter seems to have a salient cognitive cost element. Further, we found that older users of Facebook were more likely to judge the channel as more cognitively demanding and themselves as having lower self-efficacy in using it. Finally, results indicated that for both Facebook and Twitter, males perceived both channels as more cognitively demanding than females. Theoretical and practical explanations and applications for these findings are presented.“For Facebook use, we found older users to be significantly more likely to judge the program as increasingly cognitively demanding and, relatedly, they were less likely to use Facebook. For Twitter users, we found age to correlate negatively with perceived self-efficacy. Given the extreme restriction of range in our study as noted above – 95% of our sample fell between the ages of 18 and 22 – these associations are striking. One explanation is that while the absolute difference in age is only 4 years, these 4 years might fall on decidedly different time points on the technology adoption (Rogers, 1962). Especially given the relatively short time-span for both of these programs – 7 years for Facebook, 5 years for Twitter – this is a logical conclusion to draw. We feel that these findings are both compelling and more than mere sampling error, and should be considered in future research.”Citations:Bowman, N.D., Westerman, D. K., & Claus, C. J. (2012). How Demanding is Social Media? Understanding Social Media Diets as a Function of Perceived Costs and Benefits - a Rational Actor Perspective. Computers in Human Behavior, 28(6), 2298-2305. doi: 10.1016/j.chb.2012.06.037Hargittai, E. (2014, March 27). What do they know? Dismissing a viral presumption about millenials. Huffington Post. Retrieved from: http://www.huffingtonpost.com/eszter-hargittai/millennials-viral-technology_b_5043673.html