scholarly journals Facebook Goes to College; Recent Research on Educational Uses of Social Networks

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Susan Erdmann
Keyword(s):  
Social Networks ◽  
Social Networking ◽  
Social Networking Site ◽  
Management Systems ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Course Management ◽  
The Social ◽  
Exchange Information ◽  
Academic Content

The number of courses offered partially or entirely online continues to grow, offering students many different ways to access academic content.  Educational institutions largely use course management systems to deliver academic content, collect assignments and conduct discussions.  Traditional CMS systems, however, are often underutilized and almost always require login protocols tied to students’ institutional email accounts.   The ubiquity of the social networking site Facebook, demonstrates that students are willing to use online environments to exchange information and, naturally, many academics have been eager to use the networking site in their classes.  The following essay examines some of these attempts in order to gain a clearer picture of some of the advantages and pitfalls of using Facebook as a CMS.

Understanding the Usability of Course Management Systems (CMS) in Developing Countries

2015 ◽  
Vol 7 (3) ◽  
pp. 27-35 ◽  
Author(s):  
Rakibul Hoque ◽  
Mahfuz Ashraf ◽  
Mohammad Afshar Ali ◽  
Rashadul Hasan
Keyword(s):  
Developing Countries ◽  
Learning Activities ◽  
Course Management System ◽  
Educational Technologies ◽  
Management Systems ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Course Management ◽  
Online Environment ◽  
Office Software

Course Management System (CMS) is now probably the most used educational technologies in higher education, behind only the Internet and common office software. It can facilitate posting content, participating in discussions, maintaining a grade book, tracking participation and managing learning activities in an online environment for instructors and learners. But question arises to what extent these systems are successful in developing countries like Bangladesh. Unfortunately there are very few reports and publication that have tried to focus on above issues. In this study, an evaluation and analysis of CMS in developing countries like Bangladesh was carried out to assess the success of the system by using “ITPOSMO' model. The study found that CMS is partially failing in higher educational institutions in Bangladesh.

Course Management Meets Social Networking in Moodle

2010 ◽  
pp. 505-509
Author(s):  
Matt Crosslin
Keyword(s):  
Online Education ◽  
Social Networking ◽  
Social Constructivism ◽  
Social Networking Sites ◽  
Social Constructivist ◽  
Management Systems ◽  
Course Management Systems ◽  
The Internet ◽  
Course Management ◽  
Constructivist Pedagogy

Moodle is currently one of the more popular opensource course management systems in online education. Some evaluations have also indicated that Moodle is one of the top-rated programs when compared to other open-source course management systems (Graf & List, 2005). The creators of Moodle describe their program as a course management system built on social constructivist pedagogy. Social constructivist pedagogy is a collaborative approach to learning based upon the works of Jerome Bruner, Lev Vygotsky, and Jean Piaget. Moodle’s unique focus on pedagogy allows online learning to cross over from the traditional educational realm of factual recall and rote memorization into the realm of social networking. Social networking has recently become one of the more popular uses of the Internet, with sites like MySpace and FaceBook attracting millions of users every month. Social networking Web sites began to appear on the Internet around 2002 (Downes, 2005). Social networks are now seen as an important component of modern society – even in educational contexts (Finin, Ding, Zhou, & Joshi, 2005). Current online social networking sites thrive on social constructivism pedagogy – whether the users or designers know this or not.

Course Management Meets Social Networking in Moodle

2010 ◽  
pp. 849-854
Author(s):  
Matt Crosslin
Keyword(s):  
Online Education ◽  
Social Networking ◽  
Social Constructivism ◽  
Social Networking Sites ◽  
Social Constructivist ◽  
Management Systems ◽  
Course Management Systems ◽  
The Internet ◽  
Course Management ◽  
Constructivist Pedagogy

Moodle is currently one of the more popular opensource course management systems in online education. Some evaluations have also indicated that Moodle is one of the top-rated programs when compared to other open-source course management systems (Graf & List, 2005). The creators of Moodle describe their program as a course management system built on social constructivist pedagogy. Social constructivist pedagogy is a collaborative approach to learning based upon the works of Jerome Bruner, Lev Vygotsky, and Jean Piaget. Moodle’s unique focus on pedagogy allows online learning to cross over from the traditional educational realm of factual recall and rote memorization into the realm of social networking. Social networking has recently become one of the more popular uses of the Internet, with sites like MySpace and FaceBook attracting millions of users every month. Social networking Web sites began to appear on the Internet around 2002 (Downes, 2005). Social networks are now seen as an important component of modern society – even in educational contexts (Finin, Ding, Zhou, & Joshi, 2005). Current online social networking sites thrive on social constructivism pedagogy – whether the users or designers know this or not.

Information Security Problem and Solution Approaches in Social Applications

2019 ◽  
pp. 207-220 ◽  
Author(s):  
Mamata Rath
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Social Networking ◽  
Interactive Media ◽  
Social Networking Site ◽  
Individual Member ◽  
The Social ◽  
Security Problem ◽  
The Individual ◽  
Social Applications

A social network is a portrayal of the social structure between actors, mostly individuals or organizations. It indicates the ways in which they are connected through various social familiarities ranging from casual acquaintance to close familiar bonds. This chapter exhibits an exhaustive review of various security and protection issues in social networks that directly or indirectly affect the individual member of the network. Furthermore, different threats in social networks have been focused on that appear because of the sharing of interactive media content inside a social networking site. Additionally, the chapter also reports current cutting-edge guard arrangements that can shield social network clients from these dangers.

Course Management Meets Social Networking in Moodle

2011 ◽  
pp. 785-790
Author(s):  
Matt Crosslin
Keyword(s):  
Online Education ◽  
Social Networking ◽  
Social Constructivism ◽  
Social Networking Sites ◽  
Social Constructivist ◽  
Management Systems ◽  
Course Management Systems ◽  
The Internet ◽  
Course Management ◽  
Constructivist Pedagogy

Moodle is currently one of the more popular opensource course management systems in online education. Some evaluations have also indicated that Moodle is one of the top-rated programs when compared to other open-source course management systems (Graf & List, 2005). The creators of Moodle describe their program as a course management system built on social constructivist pedagogy. Social constructivist pedagogy is a collaborative approach to learning based upon the works of Jerome Bruner, Lev Vygotsky, and Jean Piaget. Moodle’s unique focus on pedagogy allows online learning to cross over from the traditional educational realm of factual recall and rote memorization into the realm of social networking. Social networking has recently become one of the more popular uses of the Internet, with sites like MySpace and FaceBook attracting millions of users every month. Social networking Web sites began to appear on the Internet around 2002 (Downes, 2005). Social networks are now seen as an important component of modern society – even in educational contexts (Finin, Ding, Zhou, & Joshi, 2005). Current online social networking sites thrive on social constructivism pedagogy – whether the users or designers know this or not.

scholarly journals APROPRIAÇÕES MIDIÁTICAS DO FEMINISMO NEGRO NA CONTEMPORANEIDADE BRASILEIRA

2017 ◽  
Vol 3 (1) ◽  
pp. 205
Author(s):  
Telma Sueli Pinto Johnson ◽  
Pedro Augusto Farnese ◽  
Marcela Xavier Ribeiro
Keyword(s):  
Social Networks ◽  
Social Networking ◽  
Media Literacy ◽  
Black Feminism ◽  
Public Debate ◽  
Social Networking Site ◽  
Redes Sociales ◽  
Palabras Clave ◽  
Consecutive Period ◽  
The Social

RESUMO Este artigo examina apropriações midiáticas pelo feminismo negro baseadas em reflexões teórico-conceituais sobre a problemática da comunicação em sociedades midiatizadas e suas relações com a literacia midiática. O Instituto da Mulher Negra Geledés, fundado em 1998 no período da redemocratização brasileira, constitui-se no objeto de investigação. O movimento Geledés foi observado e mapeado em sua página no site de rede social Facebook, durante um período consecutivo de oito semanas em 2016, com o propósito de identificar modalidades de interações entre seus visitantes. A análise dedica-se, para além das postagens do Geledés, a apreender e compreender o que acontece na esfera da recepção quando se trata de tipos de usos, apropriações e produções de sentidos. Um construto metodológico baseado na Cartografia de Controvérsias (CC) foi operacionalizado para analisar as interações dos actantes sociais do Geledés no Facebook, revelando predominância de interações passivas e elevado número de comentários participativos desqualificados sob a ótica do debate público racional.   PALAVRAS-CHAVE: Comunicação; Redes Sociais; Feminismo Negro; Literacia Midiática; Cartografia de Controvérsias.     ABSTRACT This article examines media appropriations by black feminism based on theoretical-conceptual reflections on the problem of communication in mediatized societies and their relations with media literacy. The Geledés Black Women's Institute, founded in 1998 in the period of Brazilian redemocratization, is the object of this research. The Geledés movement was observed and mapped on its page on the social networking site Facebook, during a consecutive period of eight weeks in 2016, with the purpose of identifying modalities of interactions among its visitors. The analysis is dedicated, in addition to the posts of the Geledés, to apprehend and to understand what happens in the sphere of the reception when it comes to types of uses, appropriations and of production of meanings. A methodological construct based on the Cartography of Controversies (CC) was operationalized to analyze the interactions of Geledés social actants on Facebook, revealing predominance of passive interactions and a high number of participatory comments disqualified from the perspective of rational public debate.   KEYWORDS: Communications; Social Networks; Black Feminism; Media Literacy; Controversy Cartography.     RESUMEN Este artículo examina las apropiaciones de medios por el feminismo negro a partir de reflexiones teórico-conceptuales sobre el problema de la comunicación en las sociedades mediáticas y sus relaciones con la alfabetización mediática. El Instituto Geledés de Mujeres Negras, fundado en 1998 en el período de la redemocratización brasileña, es el objeto de esta investigación. El movimiento Geledés fue observado y mapeado en su página en el sitio de redes sociales Facebook, durante un período consecutivo de ocho semanas en 2016, con el propósito de identificar modalidades de interacción entre sus visitantes. El análisis se dedica, además de los puestos de los Geledés, a aprehender y entender lo que sucede en la esfera de la recepción en lo que se refiere a tipos de usos, apropiaciones y de producción de significados. Se implementó un constructo metodológico basado en la Cartografía de Controversias (CC) para analizar las interacciones de actores sociales de Geledés en Facebook, revelando predominio de interacciones pasivas y un alto número de comentarios participativos descalificados desde la perspectiva del debate público racional.   PALABRAS CLAVE: Comunicación; Redes Sociales; Feminismo Negro; Alfabetización Mediática; Cartografía de Controversias.

Academic acculturation in language learning through Facebook

2016 ◽  
Vol 9 (2) ◽  
pp. 292-316 ◽  
Author(s):  
Ward Peeters ◽  
Christine Fourie
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Information Exchange ◽  
Academic Culture ◽  
Social Networking Site ◽  
Educational Institutions ◽  
Peer Communication ◽  
The Social ◽  
Low Threshold ◽  
Support Students

Due to students’ growing networking needs, educational institutions are increasingly looking for tools to bolster peer communication and information exchange. These tools, furthermore, need to facilitate students’ adaptation to the new academic culture and support their academic acculturation. This study proposes to integrate the social networking site Facebook into the learning programme, providing students with a low-threshold online environment where they can share ideas , experiences and information while creating social bonds. Data from two case studies show that students experience various challenges associated with academic acculturation and try to overcome them by consulting their peers via Facebook. Ultimately, this study demonstrates that through social networking, careful assignment design and tutor support, students are encouraged to acculturate and become active, responsible learners.

scholarly journals Cant We All Use An Angel?

2006 ◽  
Vol 3 (9) ◽  
Author(s):  
Leonard Presby
Keyword(s):  
Online Courses ◽  
Focal Point ◽  
Management Systems ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Instructional Designers ◽  
Course Management ◽  
Web Based ◽  
The Face ◽  
Educational Course

Educational institutions are looking for ways to reach students in a better manner, in the face of increased competition, shifting demographics and tighter budgets. Offering online courses is one of the ways this problem has been approached. As the internet has become integral to our everyday lives, web-based educational course management systems have become more common and more sophisticated.  Blackboard, Webct, and ANGEL are three popular ones. The focal point of them is to aid instructors develop important learning experiences and improve learning outcomes They help to promote communication among and between students, support curriculum, assessments and surveys, facilitate team learning and group effort and feedback . This paper will help instructors and instructional designers who are considering course management systems. Results of the study show how one system provides users with superior results.

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