Constructing Social Media Links to Formal Learning: A Knowledge Graph Approach

Autor/in	Zablith, Fouad
Titel	Constructing Social Media Links to Formal Learning: A Knowledge Graph Approach
Quelle	In: Educational Technology Research and Development, 70 (2022) 2, S.559-584 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zablith, Fouad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10091-2
Schlagwörter	Information Systems; Information Science Education; Business Schools; Social Media; Interdisciplinary Approach; Learning Experience; Curriculum Design; Semantics; Graphs; Constructivism (Learning); Teaching Methods; Student Attitudes; Undergraduate Students; Online Courses; Cooperative Learning; Student Centered Learning; Learning Processes + Suchen Sie Ihr Suchwort? Informationstechnologische Bildung; Soziale Medien; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernerfahrung; Lehrplangestaltung; Semantik; Grafische Darstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Online course; Online-Kurs; Kooperatives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Learning process; Lernprozess
Abstract	While education increasingly relies on social media technologies to provide richer learning experiences, the rigid and course-centric design of curricula still imposes a challenge for students to construct meaningful connections between social media and formal learning. Building on the knowledge graphs' potential to establish semantic links among data entities, this paper investigates to what extent knowledge graph-based tools help students with integrating and accessing transdisciplinary social media content in formal courses, and contribute to constructivism in online learning environments? This study proposes a framework that includes a set of tools built on a novel knowledge graph designed to help educators in exposing detailed coverage of their formal courses through explicit concepts, which can serve as building blocks for students to integrate and access transdisciplinary social media content in formal learning settings. The framework is piloted in a business school where 180 students used these tools in an information systems (IS) course. The preliminary results indicate the majority (around 68%) of materials shared and accessed by students through this framework was connected to other disciplines beyond IS, reflecting the possible creation and exploration of transdisciplinary links between social media content and formal courses. Thirty-three students were interviewed to evaluate their opinion on the tools with respect to social constructivism in online learning environments. The interviews provide initial insights on the tools' potential to promote constructivism by supporting collaborative, learner-centered, high-quality, authentic, facilitated, and interactive learning principles. The study helps students and educators better integrate and access emerging social media content in formal courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01