Learning in Digital and Social Media
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ItemLearning Analytics Dashboard for Teaching with Twitter( 2020-01-07)As social media takes root in our society, more University instructors are incorporating platforms like Twitter into their classroom. However, few of the current Learning Analytics (LA) systems process social media data for instructional interventions and evaluation. As a result, instructors who are using social media cannot easily assess their students’ learning progress or use the data to adjust their lessons in real time. We surveyed 54 university instructors to better understand how they use social media in the classroom; we then used these results to design and evaluate our own Twitter-centric LA dashboard. The overarching goals for this project were to 1) assist instructors in determining whether their particular use of Twitter met their teaching objectives, and 2) help system designers navigate the nuance of designing LA dashboards for social media platforms.
ItemParticipation Solicitation Design for Learner Engagement with Epistemic Objects and Situated, Collective Learning in Online Discussion Boards( 2020-01-07)This paper describes research examining how we may design effective affordances for contextually- and socially-situated learning in professional domain courses mediated via digital technology platforms. Online learning affordances do not simply offer technology-related mechanisms for student interaction, but also provide mechanisms that allow situated professional practice and contextual domain knowledge to be incorporated into a digitized version of experiential learning. We distinguish between online learning affordances as technology mechanisms that guide normative actions and affordances as participation solicitations that provide learners with targeted affordances for active engagement in socially-situated learning. Our analysis focuses on the domain-specific pattern sensitization that results from the joint creation of, and collective interactions with epistemic discussion objects and that leads to increased self-efficacy in active, experiential learning. The contribution is to demonstrate how solicitation-affordances complement technology affordances to support student engagement in interactive online learning, through examples of behavior and a framework for affordance configuration.
ItemWhen Engagement in Course-Related Social Media Leads to Better Course Self-Efficacy( 2020-01-07)Learners nowadays bring social media (SM) user’s knowledge to the classrooms with them. Many teachers (researchers, professors, instructors, and people in charge of the learning organizations in general) have to deal with the fact that individuals 1) sometimes adopt a mute behavior in classroom and 2) duplicate their offline social networks in SM spaces. Engagement in course-related SM groups leads to engagement into the course subject, that improves self-efficacy of the learners. This paper seeks to find out why individuals engage in course-related SM groups and how the SM engagement of silent students can mediate their self-efficacy. Results show that experiencing eudaimonism as an emotion and state of flow, positively affects the engagement in course-related SM groups. SM engagement positively affects students’ self-efficacy and mediates the negative effect of selective mutism. This research has implications for educational institutions as well as researchers in the e-learning fields.