Elsevier

Computers & Education

Volume 54, Issue 3, April 2010, Pages 776-782
Computers & Education

Get out of MySpace!

https://doi.org/10.1016/j.compedu.2009.07.008Get rights and content

Abstract

To understand the student experience on social software, the research aims to explore the disruptive nature and opportunity of social networking for higher education. Taking four universities, the research: (1) identifies the distinction between the students’ current usage of social software; (2) reports on the students’ experience on opportunities and challenges of learning with social software; and (3) introduces principles as a guideline in using social software for learning. Quantitative research methods (web-based questionnaires) were incorporated to investigate the pattern of learners’ usage. Qualitative methods (student interviews) were adopted to clarify and further inform this relationship and their attitudes towards social software for learning. The results demonstrate a massive use of educational technology with distinct divide between the learning space and personal space. Student voices reveal that the central problem of such divide is due to the contrast perception and experience of ‘learning/studying and social life’. We argue that online learning and social personas may overlap but that learning needs to be designed so that it addresses the individual preferences to combine or separate the two domains. The paper concludes with a few principles of learning with social software grounded in students’ experience and Vygotsky’s paradigm.

Introduction

There are vast opportunities for students, academics and the institutions in using social software for learning, teaching and assessment. Based on different schools of literature reviews, the University of Glamorgan summarises the benefits of how social software enhanced learning and teaching experiences in higher education (refer to Table 1). Dawson (2008) explores and demonstrates the relationship between student’s sense of community and the position within the formed social network. He provides recommendation to educators to embed computer-mediated communications in teaching practices for learner participation and progression in the curriculum. Hrastinski (2009) further asserts that online student participation is a complex process of taking part and maintaining relations with others. Online participation is supported by physical and psychological tools, and is supported by all kinds of engaging activities (p. 78). Social software may provide such a flexible environment for learner participation.

Higher education today seems to highlight the value of the emergence of social software (Dawson, 2006, Dawson, 2008, Murugesan, 2007). However, the debates on individual privacy (Rosenblum, 2007) and students’ recognition/rejection of social software for learning may increase simultaneously. It is a common practice to provide personal information such as name and email, when a user signs up for social software. Educators and students may have reservation about this basic requirement due to the privacy and data protection issues. Cole (2009) further describes a ‘failed experiment’ that embed social software to support student engagement for a third year undergraduate module. She asserts that social software (e.g. Wikis) is perceived differently in an educational context, compared with ordinary personal usage and this discourages student adoption. Tams (2006) also reports that the students’ self-directed social learning have a limited influence on their self-efficacy. To understand these arguments, an investigation from students’ perspective is necessary. Using the analogy of a student interviewees’ assertion, “get out of MySpace”, the aim of this paper is to explore the disruptive nature and opportunities of social software from students’ experience.

Section snippets

Research methods and samples

Adelman, Kemimis, and Jenkins (1980) identifies that case study methodology is able to effectively evaluate the flexibility of reality in the complex educational environments. This study incorporated a single analysis across multiple case studies with qualitative-quantitative interactive continuum methodology (Newman and Benz, 1998, Yin, 2003). Taking four anonymous universities, the research aimed to (1) identify the distinction between the students’ current usage of social software; (2)

The students’ current usage of social software and the top reasons of using educational technology for learning

To identify the distinction between the students’ current usage of social software and reasons for using educational technology for learning, two questions were asked to the students: (1) How often do you use the educational technology listed below, within your learning process? (This would include preparing and submitting course work and assessment feedback) (2) What is your reason for using the educational technology mentioned in the previous question?

Not surprisingly, Fig. 1 demonstrates

Social software for learning – the institutional consideration

Cole (2009) discusses a series of insights ‘which help educators to understand the pitfalls of integrating social technologies in educational contexts’ (p. 141). Blackey and Chew (2009) highlight the key issues and considerations for using social software in learning, teaching and assessment based on various schools of literature review. The findings and reflections in this study challenge the current design and development of social software and the educational expectation that

Conclusions

The study demonstrates a massive use of educational technology such as Power Point, VLE and Wikis with distinct divide between the learning space and personal space in four case studies. We would assert that the nature of social software fits into these top three reasons of the technology enhanced learning experience indicated by students in four institutions. Nevertheless, there is a significant gap if we compared the ‘usage of social software for learning’ to the ‘reasons of using educational

References (16)

There are more references available in the full text version of this article.

Cited by (151)

  • Students, social network technology and learning in higher education: Visions of collaborative knowledge cosnstruction vs. the reality of knowledge sharing

    2021, Internet and Higher Education
    Citation Excerpt :

    Much of the existing research on SNT use in higher education settings has focused on ways in which students harness SNTs for navigating the social aspects of college life (e.g., Amador & Amador, 2014; DeAndrea, Ellison, LaRose, Steinfield, & Fiore, 2012; Wodzicki, Schwämmlein, & Moskaliuk, 2012), rather than on its academic, study-related aspects. Empirical work on SNT for academic purposes, on the other hand, consists predominantly of reports on faculty-led initiatives to incorporate SNTs into formal curricula and course work (e.g., Dabbagh & Kitsantas, 2012; Jones, Blackey, Fitzgibbon, & Chew, 2010; Kabilan, Ahmad, & Abidin, 2010; Laru, N֟aykki, & Jarvela, 2012; Molinillo, Anaya-Sánchez, Aguilar-Illescas, & Vallespín-Arán, 2018). In other words, it explores what can be achieved when SNTs are integrated into instructor-directed, formal course settings and what Moore (1989) has coined “instructor-learner” interactions.

  • Development of TPACK with Web 2.0 tools: Design-based study

    2023, European Journal of Science and Mathematics Education
View all citing articles on Scopus
1

Tel.: +44 01443 654094; fax: +44 01443 483667.

2

Tel.: +44 01443 654331; fax: 44 +01443 483667.

3

Tel.: +44 01443 65 4446; fax: +44 01443 483667.

View full text