The Use of Web 2.0 Technologies in Formal and Informal Learning Settings

2015 ◽  
pp. 1123-1144
Author(s):  
Lisa A. Best ◽  
Diane N. Buhay ◽  
Katherine McGuire ◽  
Signe Gurholt ◽  
Shari Foley
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Informal Learning ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Community Sample ◽  
Specific Class ◽  
Personal Lives ◽  
Face To Face ◽  
Formal And Informal Learning

It is often assumed that because the current generation of students is more technologically competent than previous generations, they would prefer to use technology for both formal and informal learning. The results of a series of empirical studies indicated that students in formal settings preferred face-to-face contact with their instructors and used Web 2.0 tools for communication and to complete specific class assignments; in their personal lives, these technologies were used for communication, music and video downloads, and online gaming. Although students did not use social networking in their classes, the use of these tools may provide educators with an alternative to course management systems. Results from a community sample indicated a preference towards using the Internet for information gathering, and even though respondents reported that the incorporation of social networking sites in informal education settings would be nice, it was not expected. Overall, both student and community participants utilized technology that was familiar to them. Thus, assuming technological competence in our students and implementing various technological applications in the classroom may be counterproductive if guidance and training are not provided.

The Use of Web 2.0 Technologies in Formal and Informal Learning Settings

2016 ◽  
pp. 1150-1172
Author(s):  
Lisa A. Best ◽  
Diane N. Buhay ◽  
Katherine McGuire ◽  
Signe Gurholt ◽  
Shari Foley
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Informal Learning ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Community Sample ◽  
Specific Class ◽  
Personal Lives ◽  
Face To Face ◽  
Formal And Informal Learning

It is often assumed that because the current generation of students is more technologically competent than previous generations, they would prefer to use technology for both formal and informal learning. The results of a series of empirical studies indicated that students in formal settings preferred face-to-face contact with their instructors and used Web 2.0 tools for communication and to complete specific class assignments; in their personal lives, these technologies were used for communication, music and video downloads, and online gaming. Although students did not use social networking in their classes, the use of these tools may provide educators with an alternative to course management systems. Results from a community sample indicated a preference towards using the Internet for information gathering, and even though respondents reported that the incorporation of social networking sites in informal education settings would be nice, it was not expected. Overall, both student and community participants utilized technology that was familiar to them. Thus, assuming technological competence in our students and implementing various technological applications in the classroom may be counterproductive if guidance and training are not provided.

The Use of Web 2.0 Technologies in Formal and Informal Learning Settings

2014 ◽  
pp. 1-22 ◽  
Author(s):  
Lisa A. Best ◽  
Diane N. Buhay ◽  
Katherine McGuire ◽  
Signe Gurholt ◽  
Shari Foley
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Informal Learning ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Community Sample ◽  
Specific Class ◽  
Personal Lives ◽  
Face To Face ◽  
Formal And Informal Learning

It is often assumed that because the current generation of students is more technologically competent than previous generations, they would prefer to use technology for both formal and informal learning. The results of a series of empirical studies indicated that students in formal settings preferred face-to-face contact with their instructors and used Web 2.0 tools for communication and to complete specific class assignments; in their personal lives, these technologies were used for communication, music and video downloads, and online gaming. Although students did not use social networking in their classes, the use of these tools may provide educators with an alternative to course management systems. Results from a community sample indicated a preference towards using the Internet for information gathering, and even though respondents reported that the incorporation of social networking sites in informal education settings would be nice, it was not expected. Overall, both student and community participants utilized technology that was familiar to them. Thus, assuming technological competence in our students and implementing various technological applications in the classroom may be counterproductive if guidance and training are not provided.

Social Networking in Academic Libraries

2013 ◽  
pp. 226-248
Author(s):  
Sudhanshu Joshi
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Academic Libraries ◽  
Full Text ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Impact Factors ◽  
Future Research ◽  
Theory Approach ◽  
Thomson Reuters

The chapter provides a snapshot on the use of social networking in academic libraries through a systematic review of the available literature and an examination of the libraries’ presence on the most popular social networking sites. The chapter initially reviews 819 articles of empirical research, viewpoints, and case studies, based on keyword(s) search “Web 2.0 + Academic Libraries” since 2006 found in the Library Literature and Information Full Text Database. Out of full text research papers, articles with empirical studies, 328 (40% of 819), are shortlisted; all articles are from journals having impact factors (as per ISI Thomson Reuters rating 2011-12), 0.8 and above. The articles are collected from four major management and library science publishers: Ebscohost, Science Direct, Taylor and Francis, Emerald Insight (including EarlyCite articles, Backfiles content). The potential limitation of the study is that it does not attempt to trace out trends using any regression techniques. The extension of this study could be statistically testing the figures observed in this chapter and laying down a grounded theory approach for future research in Web 2.0 applications in libraries. The important finding is that the popularity of the various social networking sites can change quickly on the basis of e-World of Month (e-WoM).

Social Networking in Academic Libraries

2014 ◽  
pp. 992-1015
Author(s):  
Sudhanshu Joshi
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Academic Libraries ◽  
Full Text ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Impact Factors ◽  
Future Research ◽  
Theory Approach ◽  
Thomson Reuters

The chapter provides a snapshot on the use of social networking in academic libraries through a systematic review of the available literature and an examination of the libraries' presence on the most popular social networking sites. The chapter initially reviews 819 articles of empirical research, viewpoints, and case studies, based on keyword(s) search “Web 2.0 + Academic Libraries” since 2006 found in the Library Literature and Information Full Text Database. Out of full text research papers, articles with empirical studies, 328 (40% of 819), are shortlisted; all articles are from journals having impact factors (as per ISI Thomson Reuters rating 2011-12), 0.8 and above. The articles are collected from four major management and library science publishers: Ebscohost, Science Direct, Taylor and Francis, Emerald Insight (including EarlyCite articles, Backfiles content). The potential limitation of the study is that it does not attempt to trace out trends using any regression techniques. The extension of this study could be statistically testing the figures observed in this chapter and laying down a grounded theory approach for future research in Web 2.0 applications in libraries. The important finding is that the popularity of the various social networking sites can change quickly on the basis of e-World of Month (e-WoM).

scholarly journals How Much Are “Many People” on Facebook? Interpretations of Vague Quantifiers in Online and Offline Contexts

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110322
Author(s):  
Ricarda Moll ◽  
Anna Jori Lücke ◽  
Rainer Bromme
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Face To Face ◽  
Large Audience ◽  
Vague Quantifiers ◽  
Open Question

In an increasingly interconnected world, many people handle large parts of their communication online, often via social networking sites (SNS). In contrast to face-to-face communication, messages on SNS are accessible by potentially unknown and large audiences. However, it is an open question what users actually perceive as a large audience, or else as many people in SNS contexts. Exploring this question from a psycholinguistic perspective, we investigated the meaning of vague quantifiers such as “few” or “many” with regard to audiences in different contexts in two experiments. In Experiment 1, participants assigned numbers to quantifiers describing audiences in online versus offline and private versus public contexts. In Experiment 2, including the same items as Experiment 1, participants rated the appropriateness of specific numbers of people that were described by a quantifier. Our results show, for example, that people assigned larger numbers to quantifiers for online than for offline contexts. This was also true when access to the information was supposed to be restricted which implies a (scalar) change of privacy expectations.

scholarly journals Use of Web 2.0 Social Networking Sites for Collaborative Sharing Research Information by the Social Science Research Scholars at Alagappa University, Karaikudi.

2020 ◽  
Vol 9 (3) ◽  
pp. 70-74
Keyword(s):  
Social Science ◽  
Web 2.0 ◽  
Social Networking ◽  
Social Networking Sites ◽  
Research Collaboration ◽  
Social Science Research ◽  
Science Research ◽  
Research Information ◽  
The Social ◽  
Strongly Agree

This study attempts to the Web 2.0 Social Networking Sites for Collaborative Sharing Research Information by the Social Science Research Scholars at Alagappa University, Karaikudi. A sample size 97 Scholars was selected by random sampling method. The data required for the study were collected through a questionnaire. The findings of the study: 30.9% of the respondents using Facebook/ WhatsApp along with most highly used in the popular web browser used for Google chrome 72.2% Google chrome. 48.5% of respondents’ preference of “Very Strongly Agree” Collaborate with Research projects and Teams. Whereas 46.4% “Research Collaboration “Strongly agree” of the respondents respectively. 30.9% purpose of Web 2.0 for Collaborations of Research Communication while 19.6% Opportunities and Learning for Web 2.0 tools support social interaction in the learning process of the respondents respectively.

Online Election Campaigning

2014 ◽  
pp. 287-304 ◽  
Author(s):  
Darren G. Lilleker ◽  
Karolina Koc-Michalska
Keyword(s):  
Social Networking ◽  
Presidential Election ◽  
Social Networking Sites ◽  
The Internet ◽  
Supply Side ◽  
Election Campaigns ◽  
Personal Lives ◽  
Seeking Help ◽  
Online Experience ◽  
Online Campaigning

Studies of online campaigning tend to focus on the supply side: the way political parties communicate and campaign using the Internet. This chapter explores the online presences of the main candidates and their parties who stood in the 2012 French presidential election. The research focuses not only on the supply side but also explores demand, utilising data from the Mediapolis survey to ascertain what citizens search for online and in particular what citizens seeking help with their voter decisions seek online. The data shows that citizens are provided with a rich online experience during election campaigns. Information is presented in engaging ways and candidates attempt to mobilise their supporters and offer various opportunities to interact with the campaign and other Website visitors. Interaction is augmented in particular by the use of social networking sites. Citizens, however, appear to mostly go online to find detailed information on the policies and programmes of the candidates. There appears little call for engaging communication, interactive opportunities, or details on the personal lives or personalities of the candidates. The data may, therefore, suggest that information may need to be packaged for accessibility and presented in a way that allows voters to make up their own minds, rather than following the norms of corporate sales campaign Websites.

Online Election Campaigning

2015 ◽  
pp. 1368-1385
Author(s):  
Darren G. Lilleker ◽  
Karolina Koc-Michalska
Keyword(s):  
Social Networking ◽  
Presidential Election ◽  
Social Networking Sites ◽  
The Internet ◽  
Supply Side ◽  
Election Campaigns ◽  
Personal Lives ◽  
Seeking Help ◽  
Online Experience ◽  
Online Campaigning

Studies of online campaigning tend to focus on the supply side: the way political parties communicate and campaign using the Internet. This chapter explores the online presences of the main candidates and their parties who stood in the 2012 French presidential election. The research focuses not only on the supply side but also explores demand, utilising data from the Mediapolis survey to ascertain what citizens search for online and in particular what citizens seeking help with their voter decisions seek online. The data shows that citizens are provided with a rich online experience during election campaigns. Information is presented in engaging ways and candidates attempt to mobilise their supporters and offer various opportunities to interact with the campaign and other Website visitors. Interaction is augmented in particular by the use of social networking sites. Citizens, however, appear to mostly go online to find detailed information on the policies and programmes of the candidates. There appears little call for engaging communication, interactive opportunities, or details on the personal lives or personalities of the candidates. The data may, therefore, suggest that information may need to be packaged for accessibility and presented in a way that allows voters to make up their own minds, rather than following the norms of corporate sales campaign Websites.

Web 2.0, Virtual Worlds, and Real Ethical Issues

2010 ◽  
pp. 105-117
Author(s):  
Sue Conger
Keyword(s):  
Social Norms ◽  
Web 2.0 ◽  
Social Networking ◽  
Virtual Worlds ◽  
Social Networking Sites ◽  
Ethical Issues ◽  
Role Playing ◽  
Industrial Espionage ◽  
Local Norms ◽  
Illegal Activities

Social networking sites, enabled by Web 2.0 technologies and embodied in role-playing virtual worlds, are gaining in popularity and use both for recreational and business purposes. Behavioral controls can be regulated through program code restrictions, rules of conduct, and local norms. Most vendor hosts of virtual worlds use code restrictions sparingly, restricting only overtly illegal activities. Otherwise, all worlds publish some form of rules of conduct and rely on the development of in-world local norms to regulate behavior. As a result, many unethical forms of behavior have arisen, including griefing, fragging, and industrial espionage. There is no sure method of solving the unethical forms of behavior unless strong social norms develop; therefore, users must take precautions when acting in virtual worlds to understand how to avoid or deflect virtual attacks of different types.

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