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Social Media for the Social Classroom

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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.

Publicada em: Educação, Negócios, Tecnologia
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Social Media for the Social Classroom

  1. 1. SOCIAL MEDIA, SOCIAL CLASSROOM Bowman, N.D. 2 April 2014 #UTSMW Media and Interaction Lab
  2. 2. 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?] ”
  3. 3. 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.
  4. 4. SIX POSTS = SIX POINTS • Common complaints: – Lack of cognitive engagement – Lack of “attendance” – Lack of P2P connectedness • P2Peer & P2Professor
  5. 5. 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(?)
  6. 6. SIX POSTS = SIX POINTS • Facebook might address these by providing a persistent classroom – a „ready space‟ for engagement and relationships
  7. 7. 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)
  8. 8. 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
  9. 9. 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%)
  10. 10. 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
  11. 11. 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.
  12. 12. 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
  13. 13. 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
  14. 14. 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.
  15. 15. 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
  16. 16. Can you identify the two-step flow process in the #wvucom425 map?
  17. 17. 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
  18. 18. 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
  19. 19. 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….
  20. 20. …BUT A WARNING! • “Millenials” ≠ “teched” (Hargittai, 2014) • Not all tech is seen as easy to use (Bowman et al., 2012)
  21. 21. 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
  22. 22. COLLABORATORS • Mete Akcaoğlu • Megan Bryand • Lindsay Carr • Matt Martin • Keith Weber • Martin Hawksey • #WVUCOM105 • #WVUCOM425 • David Westerman • Elizabeth Cohen • Jaime Banks • Nicole Ellison

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