A quantitative analysis of the role of social networks in educational contexts

Shokri, Azam and Dafoulas, George ORCID: https://orcid.org/0000-0003-2638-8771 (2016) A quantitative analysis of the role of social networks in educational contexts. Proceedings of International Multi Conference on Computer Science and Information Systems (IADIS International Conference e-Learning 2016). In: International Conference E-Learning 2016 (part of of MCCSIS 2016: Multi Conference on Computer Science and Information Systems), 01-04 Jul 2016, Funchal, Madeira, Portugal. ISBN 9789898533517. [Conference or Workshop Item]

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Abstract

Recent advances in Information Technology (IT) and the advent of Web 2.0 created the path for education to ascertain its potential from this phenomenon. The role of e-learning has transformed completely as Web 2.0 technologies enabled the creation of learning content that is no longer based on textbooks and learning guides, but on manageable, modular learning components. The emergence of Education 2.0 enabled technology enhanced teaching and learning necessitating new pedagogical approaches while e-learning has evolved into an instrumental pedagogy of collaboration and sharing of resources through affordances of social media. Educational social networks were created as supportive mechanisms for special interest groups. Traditional teaching methods have been replaced with technology-enhanced media that enable ubiquitous learning. Social networks as educational tools have enabled individual and group learning through social engagement and social distribution of knowledge. Studies have demonstrated the role of social media as a complementary educational tool. Many studies have reported that a larger proportion of students spend more time engaging in social online activities than in classroom. However, there is a lack of quantitative study on how social networks such as Facebook can be influential on students’ progress and achievement. This paper investigates how a quantitative overview of Facebook’s influence on students’ progress can be incorporated in a proposed e-moderation model of teaching and learning through Facebook. The proposed e-moderation model (Salmon, 2003) provides an emphasis on the theoretical perspectives that support socially situated learning environment of social networks such as Facebook.

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