The Usage of Social Networks in Educational Context
Possible advantages of technology in educational
context required the defining boundaries of formal and informal
learning. Increasing opportunity to ubiquitous learning by
technological support has revealed a question of how to discover
the potential of individuals in the spontaneous environments such as
social networks. This seems to be related with the question of what
purposes in social networks have been being used? Social networks
provide various advantages in educational context as collaboration,
knowledge sharing, common interests, active participation and
reflective thinking. As a consequence of these, the purpose of this
study is composed of proposing a new model that could determine
factors which effect adoption of social network applications for usage
in educational context. While developing a model proposal, the
existing adoption and diffusion models have been reviewed and they
are thought to be suitable on handling an original perspective instead
of using completely other diffusion or acceptance models because of
different natures of education from other organizations. In the
proposed model; social factors, perceived ease of use, perceived
usefulness and innovativeness are determined four direct constructs
that effect adoption process. Facilitating conditions, image,
subjective norms and community identity are incorporated to model
as antecedents of these direct four constructs.
[1] Pettenati, M.C. and M. Ranieri. Informal learning theories and tools to
support knowledge management in distributed CoPs. in Innovative
Approaches for Learning and Knowledge Sharing, EC-TEL. Workshop
Proceeding. 2006.
[2] Bartlett-Bragg, A. Reflections on pedagogy: Reframing practice to foster
informal learning with social software. 2006 [cited 10.02.2008];
Available from:
http://www.dream.sdu.dk/uploads/files/Anne%20Bartlett-Bragg.pdf.
[3] Brandtzæg, P.B. and J. Heim, Initial context, user and social
requirements for the Citizen Media applications: Participation and
motivations in off- and online communities. Citizen Media Project.
Deliverable D1.2.1., 2007.
[4] Baird, D.E. and M. Fisher, Neomillennial user experience design
strategies: Utilizing social networking media to support "always on"
learning styles. J. Educational Technology Systems, 2006. 34(1): p. 5-
32.
[5] Evans, V., Networks, connections and community: Learning with social
software. Canberra: Commonwealth of Australia, Department of
Education Science and Training, in Australian National Training
Authority and Commonwealth of Australia, A.F.L. Framework, Editor.
2007.
[6] McLoughlin, C. and M.J.W. Lee. Social software and participatory
learning: Pedagogical choices with technology affordances in the Web
2.0 era. in Ascilite. 2007. Singapore.
[7] Mazer, J., R. Murphy, and C. Simonds, I'll See You On "Facebook": The
Effects of Computer-Mediated Teacher Self-Disclosure on Student
Motivation, Affective Learning, and Classroom Climate.
Communication Education, 2007. 56: p. 1-17.
[8] Selwyn, N., Web 2.0 applications as alternative environments for
informal learning - a critical review, in OECD-KERIS expert meeting.
Alternative learning environments in practice: using ICT to change
impact and outcomes. 2007a.
[9] Pettenati, M.C. and E. Cigognini, Social Networking Theories and Tools
to Support Connectivist Learning Activities. Special issue of the
International Journal of Web-based Learning and Teaching
Technologies, 2007.
[10] Fishbein, M. and I. Ajzen, Belief, attitude, intention and behavior: an
introduction to theory and research. 1975: Addison-Wesley, Reading
MA. .
[11] Ajzen, I., The Theory of Planned Behaviour. Organizational Behavior
and Human Decision Processes, 1991. 50(2): p. 179-211.
[12] Davis, F.D., Perceived Usefulness, Perceived Ease of Use, and User
Acceptance of Information Technology. MIS Quarterly, 1989. 13(3): p.
319-340.
[13] Rogers, E., Diffusion of Innovation. 2003, New York: Free Press.
[14] Moore, G.C. and I. Benbasat, Development of an Instrument to Measure
the Perceptions of Adopting an Information Technology Innovation.
Information Systems Research, 1991. 2(3): p. 192-222.
[15] Venkatesh, V. and F.D. Davis, A Theoretical Extension of the
Technology Acceptance Model: Four Longitudinal Field Studies.
Management Science 2000. 45(2): p. 186-204.
[16] Venkatesh, V., et al., User Acceptance of Information Technology:
Toward a Unified View. MIS Quarterly, 2003. 27(3): p. 425-478.
[17] Thompson, R.L. and C.A. Higgins, Personal Computing: Toward a
Conceptual Model of Utilization. MIS Quarterly, 1991. 15(1): p. 125-
143.
[18] Agarwall, R. and J. Prasad, A Conceptual and Operational Definition of
Personal Innovativeness in the Domain of Information Technology.
Information Systems Research, 1998. 9(2): p. 204-215.
[19] TermBank ─░ngilizce T├╝rk├ºe Psikoloji Sözl├╝─ƒ├╝. [cited 29.05.2008];
Available from: http://www.termbank.net/psychology
[20] McMillan, D.W. and D.M. Chavis, Sense of Community: A Definition
and Theory. Journal of Community Psychology, 1986. 14.
[21] Dholakia, U.M., R.P. Bagozzi, and L.K. Pearo, A social influence model
of consumer participation in network- and small-group-based virtual
communities. International Journal of Research in Marketing, 2004.
21(3): p. 241-263.
[22] Jung, I., et al., Effects of different types of interaction on learning
achievement, satisfaction, and participation in web-based instruction.
Innovations in Education and Teaching International, 2002. 39(2): p.
153-162.
[23] Shen, D., et al., Social Influence for Perceived Usefulness and Ease of
Use of Course Delivery Systems. Journal of Interactive Online Learning,
2006. 5(3): p. 270-282.
[24] Bagozzi, R.P. and K.H. Lee, Multiple routes for social influence: The
role of compliance, internalization, and social identity. . Social
Psychology Quarterly, 2002. 65(3): p. 226-247.
[25] Malhotra, Y. and F.D. Galletta. Extending the Technology Acceptance
Model to Account for Social Influence: Theoretical Bases and Empirical
Validation. in Proceedings of the 32nd Hawaii International Conference
on System Sciences. 1999.
[1] Pettenati, M.C. and M. Ranieri. Informal learning theories and tools to
support knowledge management in distributed CoPs. in Innovative
Approaches for Learning and Knowledge Sharing, EC-TEL. Workshop
Proceeding. 2006.
[2] Bartlett-Bragg, A. Reflections on pedagogy: Reframing practice to foster
informal learning with social software. 2006 [cited 10.02.2008];
Available from:
http://www.dream.sdu.dk/uploads/files/Anne%20Bartlett-Bragg.pdf.
[3] Brandtzæg, P.B. and J. Heim, Initial context, user and social
requirements for the Citizen Media applications: Participation and
motivations in off- and online communities. Citizen Media Project.
Deliverable D1.2.1., 2007.
[4] Baird, D.E. and M. Fisher, Neomillennial user experience design
strategies: Utilizing social networking media to support "always on"
learning styles. J. Educational Technology Systems, 2006. 34(1): p. 5-
32.
[5] Evans, V., Networks, connections and community: Learning with social
software. Canberra: Commonwealth of Australia, Department of
Education Science and Training, in Australian National Training
Authority and Commonwealth of Australia, A.F.L. Framework, Editor.
2007.
[6] McLoughlin, C. and M.J.W. Lee. Social software and participatory
learning: Pedagogical choices with technology affordances in the Web
2.0 era. in Ascilite. 2007. Singapore.
[7] Mazer, J., R. Murphy, and C. Simonds, I'll See You On "Facebook": The
Effects of Computer-Mediated Teacher Self-Disclosure on Student
Motivation, Affective Learning, and Classroom Climate.
Communication Education, 2007. 56: p. 1-17.
[8] Selwyn, N., Web 2.0 applications as alternative environments for
informal learning - a critical review, in OECD-KERIS expert meeting.
Alternative learning environments in practice: using ICT to change
impact and outcomes. 2007a.
[9] Pettenati, M.C. and E. Cigognini, Social Networking Theories and Tools
to Support Connectivist Learning Activities. Special issue of the
International Journal of Web-based Learning and Teaching
Technologies, 2007.
[10] Fishbein, M. and I. Ajzen, Belief, attitude, intention and behavior: an
introduction to theory and research. 1975: Addison-Wesley, Reading
MA. .
[11] Ajzen, I., The Theory of Planned Behaviour. Organizational Behavior
and Human Decision Processes, 1991. 50(2): p. 179-211.
[12] Davis, F.D., Perceived Usefulness, Perceived Ease of Use, and User
Acceptance of Information Technology. MIS Quarterly, 1989. 13(3): p.
319-340.
[13] Rogers, E., Diffusion of Innovation. 2003, New York: Free Press.
[14] Moore, G.C. and I. Benbasat, Development of an Instrument to Measure
the Perceptions of Adopting an Information Technology Innovation.
Information Systems Research, 1991. 2(3): p. 192-222.
[15] Venkatesh, V. and F.D. Davis, A Theoretical Extension of the
Technology Acceptance Model: Four Longitudinal Field Studies.
Management Science 2000. 45(2): p. 186-204.
[16] Venkatesh, V., et al., User Acceptance of Information Technology:
Toward a Unified View. MIS Quarterly, 2003. 27(3): p. 425-478.
[17] Thompson, R.L. and C.A. Higgins, Personal Computing: Toward a
Conceptual Model of Utilization. MIS Quarterly, 1991. 15(1): p. 125-
143.
[18] Agarwall, R. and J. Prasad, A Conceptual and Operational Definition of
Personal Innovativeness in the Domain of Information Technology.
Information Systems Research, 1998. 9(2): p. 204-215.
[19] TermBank ─░ngilizce T├╝rk├ºe Psikoloji Sözl├╝─ƒ├╝. [cited 29.05.2008];
Available from: http://www.termbank.net/psychology
[20] McMillan, D.W. and D.M. Chavis, Sense of Community: A Definition
and Theory. Journal of Community Psychology, 1986. 14.
[21] Dholakia, U.M., R.P. Bagozzi, and L.K. Pearo, A social influence model
of consumer participation in network- and small-group-based virtual
communities. International Journal of Research in Marketing, 2004.
21(3): p. 241-263.
[22] Jung, I., et al., Effects of different types of interaction on learning
achievement, satisfaction, and participation in web-based instruction.
Innovations in Education and Teaching International, 2002. 39(2): p.
153-162.
[23] Shen, D., et al., Social Influence for Perceived Usefulness and Ease of
Use of Course Delivery Systems. Journal of Interactive Online Learning,
2006. 5(3): p. 270-282.
[24] Bagozzi, R.P. and K.H. Lee, Multiple routes for social influence: The
role of compliance, internalization, and social identity. . Social
Psychology Quarterly, 2002. 65(3): p. 226-247.
[25] Malhotra, Y. and F.D. Galletta. Extending the Technology Acceptance
Model to Account for Social Influence: Theoretical Bases and Empirical
Validation. in Proceedings of the 32nd Hawaii International Conference
on System Sciences. 1999.
@article{"International Journal of Business, Human and Social Sciences:51879", author = "Sacide Güzin Mazman and Yasemin Koçak Usluel", title = "The Usage of Social Networks in Educational Context", abstract = "Possible advantages of technology in educational
context required the defining boundaries of formal and informal
learning. Increasing opportunity to ubiquitous learning by
technological support has revealed a question of how to discover
the potential of individuals in the spontaneous environments such as
social networks. This seems to be related with the question of what
purposes in social networks have been being used? Social networks
provide various advantages in educational context as collaboration,
knowledge sharing, common interests, active participation and
reflective thinking. As a consequence of these, the purpose of this
study is composed of proposing a new model that could determine
factors which effect adoption of social network applications for usage
in educational context. While developing a model proposal, the
existing adoption and diffusion models have been reviewed and they
are thought to be suitable on handling an original perspective instead
of using completely other diffusion or acceptance models because of
different natures of education from other organizations. In the
proposed model; social factors, perceived ease of use, perceived
usefulness and innovativeness are determined four direct constructs
that effect adoption process. Facilitating conditions, image,
subjective norms and community identity are incorporated to model
as antecedents of these direct four constructs.", keywords = "Adoption of innovation, educational context, social
networks.", volume = "3", number = "1", pages = "14-5", }
