Studying the Influence (or Mutual Shaping) of Social Networks in a Learning Experience: Methods for a Pilot Study

Machin-Mastromatteo, Juan-Daniel Studying the Influence (or Mutual Shaping) of Social Networks in a Learning Experience: Methods for a Pilot Study., 2011 . In 3rd International Conference on Qualitative and Quantitative Methods in Libraries (QQML 2011), Athens, Greece, 24 - 27 May 2011. (In Press) [Conference paper]

[img]
Preview
PDF
qqml2011_machin.pdf

Download (246Kb) | Preview

English abstract

This paper summarizes the methods and preliminary findings from the pilot study of a doctoral thesis with the research aim of determining how users can experience learning using social networking tools and how their literacies may influence this experience. The instruments used for the collection of data were: observation, an online forum, class discussions, a questionnaire and a semi structured interview. These methods were connected with a group of learning interventions that involved the use of social networking tools, within two master courses. The sample of this pilot study was a complete income of an international master course, divided in four teams. The participants interviewed were four team leaders, chosen by their own teams. The method for analyzing data was content analysis and a framework of categories was created to present the data in a certain order. The preliminary findings of this pilot study are related to: a) the identification of the most important issues of web 2.0 and social networks that are faced by users within a learning environment; b) a look at some of the challenges and opportunities of using social networks in higher education instruction related to the students' literacies; c) a look at the most useful activities for learning, within this study; and d) the topics the students learned about throughout the activities of this study. Finally, this paper indicates further refinements to be done on the methods prior continuing with the proper study.

Item type: Conference paper
Keywords: Web 2.0, Social Networks, Higher Education, Learning, Information Literacy
Subjects: B. Information use and sociology of information.
B. Information use and sociology of information. > BA. Use and impact of information.
C. Users, literacy and reading.
H. Information sources, supports, channels. > HI. Electronic Media.
L. Information technology and library technology.
Depositing user: Juan-Daniel Machin-Mastromatteo
Date deposited: 04 Aug 2011
Last modified: 02 Oct 2014 12:19
URI: http://hdl.handle.net/10760/15987

References

"SEEK" links will first look for possible matches inside E-LIS and query Google Scholar if no results are found.

- Ackerman, E. (1996). Perspective Taking and Object Construction: Two Keys to Learning. In Y. Kafai & M. Resnick (Eds.), Constructionism in Practice: Designing, Thinking, and Learning in a Digital World (pp. 25-35). New Jersey: Lawrence Earbaum Associates.

- Carter, D. (2005). Living in virtual communities: an ethnography of human relationships in cyberspace. Information, Communication and Society, 8 (2), 148-167.

- Fals-Borda, O. (1973). Reflexiones sobre la Aplicación del Método de Estudio-Acción en Colombia. Revista Mexicana de Sociología, 35 (1), pp. 49-62.

- Freire, P. (1990). Pedagogy of the oppressed. New York: Continuum.

- Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite!: The challenges and opportunities of social media. Business Horizons, 53 (1), 59-68.

- Lewin, K. (1958). Group Decision and Social Change. New York: Holt, Rinehart and Winston.

- Marchionini, G. (2009). Digital libraries as phenotypes for digital societies. 13th European conference, ECDL 2009, Corfu, Greece, September 27 October.

- Mayer, R. (2004). "Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction". American Psychologist 59 (1), pp. 14–19.

- Pickard, A. J. (2007). Research methods in information. London: Facet.

- Vygotsky, L.S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.


Actions (login required)

View Item View Item