Does a university teacher need to change e-learning beliefs and practices when using a social networking site? A longitudinal case study

2013 ◽  
Vol 44 (4) ◽  
pp. 571-580 ◽  
Author(s):  
Karen M. Scott
Keyword(s):  
Social Networking ◽  
Social Networking Site ◽  
Longitudinal Case Study ◽  
Learning Beliefs ◽  
Beliefs And Practices ◽  
E Learning

scholarly journals Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices

2014 ◽  
Vol 22 ◽  
Author(s):  
Karen M. Scott
Keyword(s):  
Longitudinal Research ◽  
New Teacher ◽  
Learning Technology ◽  
Learning Resources ◽  
Learning Beliefs ◽  
Learning Resource ◽  
Beliefs And Practices ◽  
E Learning ◽  
The Subject ◽  
The Way

As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who was inexperienced with e-learning technology, yet took over a blended unit of study with an e-learning resource that accounted for one-fifth of the subject assessment and was directed towards academic skills development relevant to the degree program. Taking a longitudinal approach, this research examines the challenges faced by the new teacher and the way she changed the e-learning resource and its implementation over two years. A focus of the research is the way the teacher's reflections on the challenges and changes provided an opportunity and stimulus for change in her e-learning beliefs and practices. This research has implications for the way universities support teachers taking over another teacher's e-learning resource, the need for explicit documentation of underpinning beliefs and structured handover, the benefit of teamwork in developing e-learning resources, and provision of on-going support.Keywords: e-learning sustainability; e-learning beliefs and practices; reflection; longitudinal research(Published: 30 July 2014)Citation: Research in Learning Technology 2014, 22: 23362 - http://dx.doi.org/10.3402/rlt.v22.23362

scholarly journals Young children online: e-Learning in a social networking context

2009 ◽  
pp. 295-304
Keyword(s):  
Young Children ◽  
Social Networking ◽  
Social Networking Site ◽  
Age Group ◽  
Safety Skills ◽  
Web 2.0 Tools ◽  
Safety Issues ◽  
Cyber Safety ◽  
E Learning ◽  
Older Siblings

SuperClubsPLUS is a supported social networking site for children aged 6-12. While it is evident that children in the 9-12 age group have embraced SuperClubsPLUS with enthusiasm, it is important to consider the 6-8 group working in the space. This age group is likely to become even more confident with the Web 2.0 tools than their older siblings and they are potentially more vulnerable to cyber-safety issues. On the other hand, these children are learning about cyber-safety and cyber citizenship at an earlier age. The present study investigated what young children did in SuperClubsPLUS, how they interacted with other children and what skills they were learning. In particular it examined cyber-safety skills in the context of transferability.

Using Social Networks to Solve Crimes

2012 ◽  
Vol 4 (2) ◽  
pp. 18-29
Author(s):  
Alexiei Dingli
Keyword(s):  
Social Networks ◽  
Social Networking ◽  
Social Networking Site ◽  
Real Case

In this paper, the author investigates the use of the popular Social Networking Site (SNS) Facebook to solve crimes. In particular, the author uses car thefts as a case study. When a car owner discovers that his or her vehicle has been stolen, every means helps to recover the vehicle. Reporting the incident immediately to the police is obligatory, but alerting his or her network of friends on a social networking site about the misfortune could prove useful. In particular, the authors look into a real case study. This report answers several questions, such as: How useful can these sites be to help an owner recover the vehicle? How far can an appeal reach? What type of feedback do users send? The author analyzes how people create the appeal in Facebook and what information is shared.

Using Social Networking to Enhance Sense of Community in E-Learning Courses

2010 ◽  
pp. 281-304 ◽  
Author(s):  
Steve Chi-Yin Yuen ◽  
Harrison Hao Yang
Keyword(s):  
Social Networking ◽  
Sense Of Community ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Graduate Courses ◽  
Student Centered ◽  
E Learning

This chapter provides an overview and development of sense of community and social networking; discusses the potential uses of social networking in education; and presents a case study that integrates social networking into two graduate courses for the purpose of building a sense of community, improving communications and interactions, and promoting student-centered collaboration. The construction of class social networking sites, the implementation of these networks, and their effects on the students’ learning experience are examined. In addition, an analysis of feedback from students on the value of social networking in learning is included.

Using Social Networking to Enhance Sense of Community in E-Learning Courses

2010 ◽  
pp. 1096-1119
Author(s):  
Steve Chi-Yin Yuen ◽  
Harrison Hao Yang
Keyword(s):  
Social Networking ◽  
Sense Of Community ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Graduate Courses ◽  
Student Centered ◽  
E Learning

This chapter provides an overview and development of sense of community and social networking; discusses the potential uses of social networking in education; and presents a case study that integrates social networking into two graduate courses for the purpose of building a sense of community, improving communications and interactions, and promoting student-centered collaboration. The construction of class social networking sites, the implementation of these networks, and their effects on the students’ learning experience are examined. In addition, an analysis of feedback from students on the value of social networking in learning is included.

Unravelling Intellectual Property in a Specialist Social Networking Site

2013 ◽  
pp. 335-353
Author(s):  
Sal Humphreys
Keyword(s):  
Social Network ◽  
Intellectual Property ◽  
Social Networking ◽  
Social Networking Site ◽  
Multiple Roles ◽  
Mixed Economy

This chapter examines how the complexity of motivations and practices found in a specialist social networking site intersect with the institutions of intellectual property. The popular niche or specialist social networking site (SNS) called Ravelry, which caters to knitters, crocheters and spinners, is used as a case study. In this site people use, buy, sell, give away, and consume in a mixed economy that can be characterised as a ‘social network market’(Potts et al., 2008). In a co-creative social networking site we find not only a multidirectional and multi-authored process of co-production, but also a concatenation of amateurs, semi-professionals and professionals occupying multiple roles in gifting economies, reputation economies, monetised charitable economies and full commercial economies.

Crisis Management and Image Restoration through Social Networking

2016 ◽  
Vol 8 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Debarati Bhattacharya
Keyword(s):  
Social Networking ◽  
Image Restoration ◽  
Crisis Management ◽  
Social Networking Sites ◽  
Crisis Communication ◽  
Damage Control ◽  
Social Networking Site ◽  
Utmost Care

The study aims to discern how social networking sites have become an important tool in enabling immediate crisis communication. Juxtaposing theories on crisis and strategies of image restoration the paper aims to analyze the recent Maggi Crisis. The case study takes Twitter and Facebook as points of analysis. The paper observes that although social networking site facilitates immediate communication, it can cause a lot of damage to the reputation of the organization if utmost care is not taken in the message that goes out. The paper will further analyze the possibilities and limitations provided by social networking sites to the companies at the time of crisis. The paper concludes that damage control to a great extent could be exercised through adoption of apt strategies right away.

scholarly journals PEMANFAATAN APLIKASI WHATSAPP UNTUK MEDIA PEMBELAJARAN DALAM LINGKUNGAN UIN AR-RANIRY BANDA ACEH

2017 ◽  
Vol 1 (2) ◽  
pp. 122
Author(s):  
Andika Prajana
Keyword(s):  
Social Network ◽  
Social Networking ◽  
Information Sharing ◽  
Learning Opportunities ◽  
Social Networking Site ◽  
Web Based ◽  
Effective Learning ◽  
E Learning ◽  
Education Business ◽  
Banda Aceh

How to make use of ICT as a medium of learning is suspected to have been able to create an effective learning because it provides better and faster learning opportunities for students to loading material taught, displaying tasks to discussion between students and guidance with teachers can be done entirely outside formal teaching hours. Many applications were developed and web-based. One of the applications that are developed and become popular, now is a WhatsApp. WhatsApp is one of the mobile phone aplication and web-based social network that integrates with various applications used to communicate with other users, ranging from education, business, entertainment many developed this social networking site. The applications being developed today are expected to function from social networking sites like chatting or broadcasting messages, but more to the collaboration applications (collaboration applications) and information sharing (information sharing) more will find that the purpose of e-learning really can be exploited.

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