This research guide focuses on digital media technologies, especially social media tools such as website, blog and social networking sites which have been playing a great role in motivating interactive and collaborative learning. Since recent years, social networking services (SNSs) have demonstrated exponential growth in their number of users, these sources seek to explore the impacts of those sources on academic environments and provide the results that social media tools facilitate interaction and help students become involved in their learning more actively and are able to collaborate with their peers for their collective projects. Nevertheless, many of these sources also notify that educators must be aware of practical and conceptual limitations of social media.
These sources are related to the following issue: "How do the digital media and computer tools such as website, blog and social networking services help learners be more active and stimulate their interactive and collaborative learning for an online course?"
1. Dixon, Brian J. Social media for school leaders [electronic resource] : a comprehensive guide to getting the most out of Facebook, Twitter, and other essential web tools.San Francisco : Jossey-Bass, 2012.
This book shows how to create an effective social media strategy for a school or district. Brian Dixon, an expert in social media in education, offers detailed descriptions of the best online tools available today and provides step-by-step instructions for using them to move a school community from awareness to advocacy and from feedback to collaboration. This source can be greatly helpful for online instructors to implement social media throughout their online courses encouraging them shift their leadership strategy from communicating to connecting.
2. Kang, Inae, Curtis J. Bonk, and Myung-Chun Kim. "A Case Study of Blog-Based Learning in Korea: Technology Becomes Pedagogy." Internet and Higher Education 14.4 (2011): 227-35.
The article demonstrates that blogging provides an opportunity to form a social constructivist learning environment where both students and the instructor can experience a community of practice, while preserving their unique networked individuality.
3. Lantz-Andersson, A., S. Vigmo, and R. Bowen. Crossing Boundaries in Facebook: Students' Framing of Language Learning Activities as Extended Spaces. Vol. 8., 2013.
This exploratory case study examines how students frame their interaction in social networking sites (SNS) in school practices and what that implies for educational language teaching and learning practices.
4. Callaghan, Noelene, and Matt Bower. "Learning through Social Networking Sites--the Critical Role of the Teacher." Educational Media International 49.1 (2012): 1-17.
This comparative case study notices factors affecting behavior and learning in social networking sites (SNS). In this article, the behavior and learning of two classes completing identical SNS based modules of work was observed and compared. Results include the trade off between social and learning contributions, the potential of SNSs to enhance motivation and digital literacy development, and the critical role of the teaching in influencing the behaviour and learning that transpired.
5. Rambe, Patient. "Exploring the Impacts of Social Networking Sites on Academic Relations in the University." Journal of Information Technology Education 10 (2011): 271-93.
This article examines different forms of language employed in lecturer-student and student-peer discourses to grasp student learning needs and to foster meaningful, knowledge-rich learning environments. This work employs Critical Theory of Technology (CTT) and virtual case study method to explore the influence of SNS use on power relations of lecturers, students, and their peers in a blended (Facebook-enhanced) Information Technology course at a middle-sized South African university.
6. RIENTIES, Bart [b1] (analytic), et al. "The Role of Academic Motivation in Computer-Supported Collaborative Learning (English)." Comput.hum.behav. 25.6 (2009): 1195-206.
The research finds out that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network. Key findings reveal that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network.
7. Marques, Aline M., et al. Structuring the Discourse on Social Networks for Learning: Case Studies on Blogs and Microblogs., Aline M., et al. Vol. 29., 2013.
The research investigates structuring messages in both categories of social networks in case studies on a collaborative learning context. The findings show the importance of using both categories of social networks in learning activities and also provide interesting results on message structuring.
8. Wang, Kun Te, et al. "A Blog-Based Dynamic Learning Map." Computers & Education 51.1 (2008): 262-78.
The authors introduce a novel learning device, a blog-based dynamic learning map, which employs both information retrieval and automated scheduling techniques. The research results indicate that both the learners and lectures are very positive to the design of our blog-based dynamic learning map.
9. Popescu, E. Providing Collaborative Learning Support with Social Media in an Integrated Environment. Vol. 17., 2014.
In this article, the authors advocate the use of an integrated social learning environment, which aggregates several Web 2.0 tools (wiki, blog, microblogging tool, social bookmarking tool, media sharing tools). A comprehensive rationale underlying eMUSE, a description of the platform architecture and functionalities, as well as an experimental validation in a project-based learning context are provided through the research.
10. George, Daniel R., Tomi D. Dreibelbis, and Betsy Aumiller. "How we used Two Social Media Tools to Enhance Aspects of Active Learning during Lectures." Medical teacher 35.12 (2013): 985-8.
This research presents preliminary results from a pilot study that integrated two 'social' technologies, Google Docs and SurveyMonkey, into a medical reading course. Their findings demonstrate that social media such as Google Docs and SurveyMonkey can facilitate interaction and provide students with control over content and flow of lecture-based courses.
Kyung Mee Joo is a Ph.D. student in the Texts and Technology at UCF. After studying and teaching French literature and theatre, she has focused on her doctoral dissertation project: an online Korean theatre course for the globalization era. She is especially interested in the social media tools which impact the population of theatre lovers and introduce many possibilities of creating a new form of theatre education. she is very proud of being a part of this collective work for constructing a fascinating world of Hyperhumanities.