scholarly journals Two Formulas for Success in Social Media: Learning and Network Effects

2015 ◽  
Vol 32 (4) ◽  
pp. 78-108 ◽  
Author(s):  
Liangfei Qiu ◽  
Qian Tang ◽  
Andrew B. Whinston
Keyword(s):  
Social Media ◽  
Network Effects ◽  
Media Learning

Integrating Social and Traditional Media in the Client Project

2011 ◽  
Vol 74 (4) ◽  
pp. 494-504 ◽  
Author(s):  
James Melton ◽  
Nancy Hicks
Keyword(s):  
Social Media ◽  
Traditional Media ◽  
Business Functions ◽  
Media Learning ◽  
Communication Methods

Based on a client project assigned to students in two undergraduate business classes, this article argues that social media learning is best done in a context that mixes social media with more traditional kinds of media. Ideally, this approach will involve teams of students who are working on different aspects of a larger client project. This integrated setup has several benefits: It enhances the students’ understanding of social media within a real context, it complements more traditional communication methods, and it reveals the communicative aspects of key business functions.

scholarly journals The Implementation of Knowledge Management Based On Web 2.0 on Social News Site Hipwee

2019 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
Mufida Cahyani
Keyword(s):  
Social Media ◽  
Knowledge Management ◽  
Web 2.0 ◽  
Network Effects ◽  
Content Management ◽  
User Participation ◽  
Online News ◽  
User Generated Content ◽  
Organizational Participation ◽  
Social Media Platforms

The emergence of various kinds of social media applications does not only affect the way people communicate, but also penetrates into the realm of online mass media. Social media platforms that carry the concept of web 2.0 namely user generated content and network effects make it easy for a news to become viral in a short time, regardless of the validity and accuracy of the news. Web 2.0 itself is a direct application of the concept of Knowledge Management (KM) which emphasizes collaboration and user participation, but in a broader domain, it is slightly different from KM which emphasizes internal organizational participation. Hipwee as one of the social media-based online news sites applies both concepts to its content management. The purpose of this study was to analyze the extent of the application of KM in relation to Web 2.0. The method used to explore data through interviews with Hipwee managers and direct observation to the office location and also the Hipwee site. The results obtained are that the adaptation of the KM concept has not been applied to Web 2.0 on the Hipwee site, namely the concept of data mining, while the Web 2.0 concept has been applied to KM, namely unbounded collaboration, user generated content and network effects.

Digital Organizing

2020 ◽  
pp. 94-111
Author(s):  
Ray Brescia
Keyword(s):  
Social Media ◽  
West Virginia ◽  
Network Effects ◽  
Social Innovation ◽  
Digital Communications ◽  
Mobile Technologies ◽  
Digital Tools ◽  
The West ◽  
Collective Action Problems ◽  
Modes Of Engagement

This chapter assesses the current social innovation moment, looking at the potential impact of digital communications tools on organizing. Digital communications tools help build weak ties, decentralize communication and engagement, help communicate norms (both good and bad), strengthen the ability of the members of a network to coordinate their efforts, offer new modes of engagement, increase and amplify network effects, and facilitate effective crowdsourcing. In theory at least, one can see that these digital tools, and the capacities they create, likely can enhance the ability to create social capital and solve collective action problems. The chapter then analyzes the West Virginia teachers' strike of 2018, examining it in light of the capacities that new tools—like the Internet, social media, and mobile technologies—offer for building and strengthening movements. The West Virginia teachers found social media an efficient tool for organizing rallies, protests, and other activities throughout the state. Thus, one of the greatest strengths of digital tools seems to be their capacity to assist their users to coordinate action.

Designing a cMOOC for Lecturer Professional Development in the 21st Century

2016 ◽  
pp. 1930-1950
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan ◽  
Victorio Burcio-Martin
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Development Strategy ◽  
21St Century ◽  
Learning Technologies ◽  
Development Model ◽  
Pedagogical Practice ◽  
Professional Development Model ◽  
Media Learning ◽  
Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

Designing a cMOOC for Lecturer Professional Development in the 21st Century

2016 ◽  
pp. 507-525
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan ◽  
Victorio Burcio-Martin
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Development Strategy ◽  
21St Century ◽  
Learning Technologies ◽  
Development Model ◽  
Pedagogical Practice ◽  
Professional Development Model ◽  
Media Learning ◽  
Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

Social Media & Learning: A Perfect Match

2013 ◽  
Vol 6 (3) ◽  
pp. 25-27
Author(s):  
Gautam Ghosh ◽  
Andrew Lax
Keyword(s):  
Social Media ◽  
Perfect Match ◽  
Media Learning

“Infecting” those we care about: social network effects on body image

2016 ◽  
Vol 10 (3) ◽  
pp. 323-338 ◽  
Author(s):  
Aditi Grover ◽  
Jeffrey Foreman ◽  
Mardie Burckes-Miller
Keyword(s):  
Social Media ◽  
Psychological Health ◽  
Network Effects ◽  
Eating Habits ◽  
The Self ◽  
Future Research ◽  
Thin Ideal ◽  
Effective Prevention ◽  
Content Type ◽  
Self Image

Purpose This paper aims to explore the forces at work that negatively influence the self-image perceptions of young women, causing them to strive for an “ultra-thin” ideal. Design/methodology/approach Focus groups explore why and how perceived self-image influences young women’s body and perceptions and, consequently, health. Thematic qualitative analysis explores the realm of information and emotions involved with the thin-ideal. Findings Social contagion theory emerged with a significant impact caused by network influencers and the spread of information and emotions within social networks forces that sustain the need to be ultra-thin, even though there is abundant knowledge about adverse effects. Research limitations/implications Future research should address limitations involving representativeness and generalizability. Practical implications Social marketing programs, including social media, should stress healthy eating habits while focusing on the importance of the self and de-emphasizing the “thin-ideal” image. Originality/value Results will assist in developing more informed and effective prevention programs, including social media campaigns, as preventative healthcare to reduce the risk of the spread of eating disorders and promote psychological health of at-risk young adults.

scholarly journals Exploring the Roles of Social Participation in Mobile Social Media Learning: A Social Network Analysis

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Helmi Norman ◽  
Norazah Nordin ◽  
Rosseni Din ◽  
Mohamad Ally ◽  
Huseyin Dogan
Keyword(s):  
Social Media ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Social Participation ◽  
Future Research ◽  
Analysis Tool ◽  
Daily Lives ◽  
Social Media Platforms ◽  
Media Learning

<p class="BODYTEXT">Social media is increasingly becoming an essential platform for social connectivity in our daily lives. The availability of mobile technology has further fueled its importance – making it a ubiquitous tool for social interaction. An emerging mode of learning is the mobile social media learning where social media is used in the mobile learning mode. However, limited studies have been conducted to investigate roles of social participation in this field. Thus, the study investigates roles of social participation in mobile social media learning using the “ladder of participation and mastering”. Participants were students taking an educational technology course in a local university. The study was conducted in a four-month period. Data was collected from discussions while learning among the students using one of the mobile social media platforms, Facebook groups. The data was analyzed using a social network analysis tool, NodeXL. Data was analyzed based on egocentric networks, betweeness centrality, and closeness centrality. The findings revealed that there are four roles of social participation in mobile social media, which are: (i) lurkers; (ii) gradually mastering members/passive members; (iii) recognized members; and (iv) coaches. The findings also indicated that over the course of four months, learners can inter-change roles of social participation – becoming more central or less central in learning discussions. As a result, a <em>roles of social participation</em> scale for mobile social media learning is proposed. Future research could be conducted in other fields to investigate whether mobile social media could be used to promote learning. </p>

Sign in / Sign up

Export Citation Format

Share Document