A Sociocultural Approach to Using Social Networking Sites as Learning Tools

Autor/inn/en	Borge, Marcela; Ong, Yann Shiou; Goggins, Sean
Institution	National Science Foundation (NSF)
Titel	A Sociocultural Approach to Using Social Networking Sites as Learning Tools
Quelle	In: Educational Technology Research and Development, 68 (2020) 3, S.1089-1120 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borge, Marcela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-019-09721-z
Schlagwörter	Teaching Methods; Sociocultural Patterns; Social Networks; Learning Activities; Online Courses; Undergraduate Students; Cognitive Processes; Discussion Groups; Network Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Social network; Soziales Netzwerk; Lernaktivität; Online course; Online-Kurs; Cognitive process; Kognitiver Prozess; Netzplantechnik
Abstract	This paper focuses on evaluating a socio-cultural activity design (SCAD) model for using discussion-based social networking tools as a means to support the development of an online community of learners. Participants included 38 undergraduate students enrolled in a human-centered design course at a large, US university. The SCAD model includes concrete markers for identifying expected interactional, communication patterns for a community of learners. In order to examine the utility of our model we asked, (RQ1) to what extent do social network patterns coincide with expected outcomes for a community of learners; (RQ2) To what extent do students' cognitive activities in the environment match expected outcomes for a community of learners. To answer these questions, we conducted social network and content analysis of 503 posts in an online discussion-based social networking tool. We examined the overall sophistication of posts as well as changes in posting behavior over time. Findings suggest that use of the SCAD model facilitated processes associated with a community of learners, as students took over responsibility for the discussions over time, maintained strong connections with multiple peers, engaged in meaningful conversations about course content, and increased the sophistication of cognitive activity over time, even after instructor faded from the environment. However, findings also suggest more support is needed for online argumentation practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01