Social media and online environments

2021 ◽  
pp. 119-135
Author(s):  
Rosemary Hancock
Keyword(s):  
Social Media ◽  
Online Environments

scholarly journals The Spiral of Positive Feedback: Go-Along Interviews About Adolescents’ Perceptions of and Reactions to Alcohol Posts on Social Media

2021 ◽  
pp. 002204262110414
Author(s):  
Robyn Vanherle ◽  
Kathleen Beullens ◽  
Hanneke Hendriks
Keyword(s):  
Social Media ◽  
Interpersonal Communication ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Online Chat ◽  
Public And Private ◽  
Face To Face ◽  
Online Environments

Go-along interviews among adolescents ( N = 26, M age = 16.31, SD = .83) were conducted to examine how adolescents interpret alcohol posts in terms of appropriateness and how this, in turn, plays a role in adolescents’ reactions toward alcohol posts on public and private social media entries. The findings of this study, first, indicate that alcohol posts were classified as appropriate or inappropriate based on the amount of alcohol and the displayed behavior in the post. Second, most posts, including inappropriate ones, received positive or no feedback. Moreover, adolescents deliberately seemed to withhold negative feedback out of fear of being misjudged by peers. Still, negative reactions were expressed more quickly in safer off- and online environments (i.e., face-to-face conversation and online chat messages) because they were visible to close friends only. This is important in view of prevention as it unravels the interesting role of private environments in stimulating negative interpersonal communication.

Communicating with Students in Online Environments

2016 ◽  
pp. 120-136 ◽  
Author(s):  
Katrina Woolsey Jordan
Keyword(s):  
Social Media ◽  
Student Success ◽  
Virtual Environments ◽  
Discussion Boards ◽  
Due Dates ◽  
Online Tools ◽  
Technological Tools ◽  
Online Environments ◽  
Tools And Techniques ◽  
Calculation Software

The purpose of this chapter is to outline technological tools and techniques instructors can use in order to be successful in their communications with students in virtual environments thus increasing instructor productivity and efficiency as well as student success. Instructors must communicate effectively in the following areas: assignments and due dates; inactivity, missing assignments, and/or failing grades; and feedback to guide learning. The instructor must also be willing to communicate in creative ways by using various technological tools including apps and social media. Online tools and techniques covered include: discussion boards; online charts; assignments; presentations; spreadsheets, math engines, and other calculation software.

Online Identity Analysis Model

2013 ◽  
Vol 4 (3) ◽  
pp. 89-102 ◽  
Author(s):  
Mónica Aresta ◽  
Luís Pedro ◽  
Carlos Santos ◽  
António Moreira
Keyword(s):  
Social Media ◽  
Conceptual Framework ◽  
Research Study ◽  
The Self ◽  
Professional Lives ◽  
Analysis Model ◽  
Online Identity ◽  
Digital Environments ◽  
Online Environments ◽  
Digital Spaces

Social media is changing the way individuals collaborate, learn and express themselves, allowing for the construction of an identity and a reputation that encompasses over many other digital spaces. In a context where the online identity of individuals may reveal the sum of their experiences and skills, reflecting the path of their personal, academic and professional lives, this paper introduces a conceptual framework and a model developed to analyse the construction of the self in online environments. The model was used in a research study developed at University of Aveiro, Portugal, aiming to analyse how identity is built and managed in formal and informal digital environments and reveals the existence of two main online identity profiles – context driven and user-driven identity profiles.

We need to talk: Willingness to speak out about Catalonia’s secession

2019 ◽  
Vol 11 (2) ◽  
pp. 171-190
Author(s):  
Joan Balcells ◽  
Albert Padró-Solanet
Keyword(s):  
Social Media ◽  
Empirical Evidence ◽  
Survey Data ◽  
Multivariate Regression ◽  
Regression Models ◽  
Spiral Of Silence ◽  
Face To Face ◽  
Stable Pattern ◽  
Complex Picture ◽  
Online Environments

A repeated argument to invalidate the legitimacy of a debate on Catalonia’s independence is the existence of a spiral of silence affecting unionist supporters. However, we find inconclusive empirical evidence to sustain this claim. Although survey data show that willingness to talk about secession is higher among pro-independence supporters both in face-to-face and online environments, multivariate regression models – taking into account the perception of the opinion climate – reveal a different and more complex picture. Pro-independence supporters are highly mobilized particularly in like-minded and private environments, but this enthusiasm decreases when they perceive their ideas not to be shared by the majority, whereas unionist supporters show a more stable pattern irrespective of the opinion climate. In publicly exposed arenas like social media, where activists abound, willingness to talk is lower and differences between both sides are minimal. Overall, the results are hardly consistent with the patterns of behaviour that would be expected in a spiral of silence.

scholarly journals Post-lineage yoga

2020 ◽  
Vol 21 ◽  
pp. 92 ◽  
Author(s):  
Theodora Wildcroft
Keyword(s):  
Social Media ◽  
Public Interest ◽  
Fast Moving ◽  
Cultural Practices ◽  
Academic Discourse ◽  
Ethnographic Research ◽  
Doctoral Research ◽  
Complex Processes ◽  
Academic Position ◽  
Online Environments

The positionality of the researcher has long been of debate. Within ethnographic research into cultural practices, a world of nuance arises in the possible relationships of researcher and researched. We are engaged in complex processes of reconciliation between the under-represented communities whose stories we aim to tell (Shaw 1999: 108; Orsi 2013: 5), and the power an academic position confers to “define reality for others” (Hufford 1999: 298). The resulting implications for the researcher are further complicated and enriched when public interest in our work is mediated in online environments. As scholars we are often ill-equipped to ride fast-moving flows of misinformation and meme, rumour and trolling. Towards the end of my doctoral research, an academic term from my thesis became caught up in the increasingly heated spaces of yoga-related social media. In this article, I step back from the situation to share a snapshot of what happens when academics go viral, and to deconstruct the little-understood processes of subcultural evolution at work. I ask: what can we learn from these encounters about the nature of boundaries between scholar and practitioner, researcher and researched, professional and personal? And how might academic discourse and engagement evolve to meet the challenges of an online economy of knowledge?

scholarly journals Social Media for Informal Learning: a Case of #Twitterstorians

2021 ◽  
Author(s):  
Priya Kumar ◽  
Anatoliy Gruzd
Keyword(s):  
Social Media ◽  
Learning Communities ◽  
Informal Learning ◽  
Traditional Classroom ◽  
Discursive Practices ◽  
Information Share ◽  
Learning Practices ◽  
In The Wild ◽  
Online Environments ◽  
Nuanced Understanding

Open, online environments like social media are now a mainstay of life-long informal learning. Social media like Twitter help people gather information, share resources, and discuss with other participant-learners with similar interests. This paper seeks to test and validate the ‘learning in the wild’ coding schema in the context of discussions on Twitter, an approach first developed for studying learning communities on Reddit. The schema considers how participant-learners are leveraging social media to facilitate self-directed informal learning practices, exploratory dialogue, and communicative exchanges. We apply the coding schema on a sample of tweets (n=594) from the History Twittersphere community (#Twitterstorians) to provide a more nuanced understanding of the different kinds of discursive practices, resource exchanges, and ideas being shared and communicated outside traditional classroom settings.

scholarly journals Synthetic bodies and feeling generators

2019 ◽  
Vol 8 (1) ◽  
pp. 128-140
Author(s):  
Michela De Carlo
Keyword(s):  
Social Media ◽  
Social Practices ◽  
The Self ◽  
Social Structures ◽  
Self Awareness ◽  
The Social ◽  
Online Experience ◽  
Online Environments

The main purpose of this paper is to describe emerging forms of art and social practices that arise in the social media era, after the coming together of the self-awareness reflected in online environments and the conscious passivity of individuals to the algorithmic manipulation of desires. Accordingly, what follows is a brief introduction to these new forms of social structures and a description of the elements that shape the perfect projection of ourselves in our online experience, combined with samples of artworks investigating the forms and languages emerging in our social media life.

Feeling Terrified?

2021 ◽  
Author(s):  
Lise Waldek ◽  
Julian Droogan ◽  
Catharine Lumby
Keyword(s):  
Social Media ◽  
Young People ◽  
Focus Groups ◽  
Emotional Responses ◽  
Original Research ◽  
Behavioural Responses ◽  
Violent Extremism ◽  
Qualitative Focus Groups ◽  
Online Environments

This Element presents original research into how young people interact with violent extremist material, including terrorist propaganda, when online. It explores a series of emotional and behavioural responses that challenge assumptions that terror or trauma are the primary emotional responses to these online environments. It situates young people's emotional responses within a social framework, revealing them to have a relatively sophisticated relationship with violent extremism on social media that challenges simplistic concerns about processes of radicalisation. The Element draws on four years of research, including quantitative surveys and qualitative focus groups with young people, and presents a unique perspective drawn from young people's experiences.

scholarly journals Social Media for Informal Learning: a Case of #Twitterstorians

2021 ◽  
Author(s):  
Priya Kumar ◽  
Anatoliy Gruzd
Keyword(s):  
Social Media ◽  
Learning Communities ◽  
Informal Learning ◽  
Traditional Classroom ◽  
Discursive Practices ◽  
Information Share ◽  
Learning Practices ◽  
In The Wild ◽  
Online Environments ◽  
Nuanced Understanding

Open, online environments like social media are now a mainstay of life-long informal learning. Social media like Twitter help people gather information, share resources, and discuss with other participant-learners with similar interests. This paper seeks to test and validate the ‘learning in the wild’ coding schema in the context of discussions on Twitter, an approach first developed for studying learning communities on Reddit. The schema considers how participant-learners are leveraging social media to facilitate self-directed informal learning practices, exploratory dialogue, and communicative exchanges. We apply the coding schema on a sample of tweets (n=594) from the History Twittersphere community (#Twitterstorians) to provide a more nuanced understanding of the different kinds of discursive practices, resource exchanges, and ideas being shared and communicated outside traditional classroom settings.

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