WorldWideScience

Sample records for learning sites social

  1. Social Networking Sites and Language Learning

    Science.gov (United States)

    Brick, Billy

    2011-01-01

    This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a…

  2. Social Networking Sites as a Learning Tool

    Science.gov (United States)

    Sanchez-Casado, Noelia; Cegarra Navarro, Juan Gabriel; Wensley, Anthony; Tomaseti-Solano, Eva

    2016-01-01

    Purpose: Over the past few years, social networking sites (SNSs) have become very useful for firms, allowing companies to manage the customer-brand relationships. In this context, SNSs can be considered as a learning tool because of the brand knowledge that customers develop from these relationships. Because of the fact that knowledge in…

  3. THE IMPACTS OF SOCIAL NETWORKING SITES IN HIGHER LEARNING

    OpenAIRE

    Mohd Ishak Bin Ismail; Ruzaini Bin Abdullah Arshah

    2016-01-01

    Social networking sites, a web-based application have permeated the boundary between personal lives and student lives. Nowadays, students in higher learning used social networking site such as Facebook to facilitate their learning through the academic collaboration which it further enhances students’ social capital. Social networking site has many advantages to improve students’ learning. To date, Facebook is the leading social networking sites at this time which it being widely used by stude...

  4. THE IMPACTS OF SOCIAL NETWORKING SITES IN HIGHER LEARNING

    Directory of Open Access Journals (Sweden)

    Mohd Ishak Bin Ismail

    2016-02-01

    Full Text Available Social networking sites, a web-based application have permeated the boundary between personal lives and student lives. Nowadays, students in higher learning used social networking site such as Facebook to facilitate their learning through the academic collaboration which it further enhances students’ social capital. Social networking site has many advantages to improve students’ learning. To date, Facebook is the leading social networking sites at this time which it being widely used by students in higher learning to communicate to each other, to carry out academic collaboration and sharing resources. Learning through social networking sites is based on the social interaction which learning are emphasizing on students, real world resources, active students` participation, diversity of learning resources and the use of digital tools to deliver meaningful learning. Many studies found the positive, neutral and negative impact of social networking sites on academic performance. Thus, this study will determine the relationship between Facebook usage and academic achievement. Also, it will investigate the association of social capital and academic collaboration to Facebook usage.

  5. Community and Social Network Sites as Technology Enhanced Learning Environments

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Christiansen, Ellen

    2008-01-01

    This paper examines the affordance of the Danish social networking site Mingler.dk for peer-to-peer learning and development. With inspiration from different theoretical frameworks, the authors argue how learning and development in such social online systems can be conceptualised and analysed....... Theoretically the paper defines development in accordance with Vygotsky's concept of the zone of proximal development, and learning in accordance with Wenger's concept of communities of practice. The authors suggest analysing the learning and development taking place on Mingler.dk by using these concepts...... supplemented by the notion of horizontal learning adopted from Engestrm and Wenger. Their analysis shows how horizontal learning happens by crossing boundaries between several sites of engagement, and how the actors' multiple membership enables the community members to draw on a vast amount of resources from...

  6. Social Networking Sites and Addiction: Ten Lessons Learned

    OpenAIRE

    Kuss, Daria J.; Griffiths, Mark D.

    2017-01-01

    Online social networking sites (SNSs) have gained increasing popularity in the last decade, with individuals engaging in SNSs to connect with others who share similar interests. The perceived need to be online may result in compulsive use of SNSs, which in extreme cases may result in symptoms and consequences traditionally associated with substance-related addictions. In order to present new insights into online social networking and addiction, in this paper, 10 lessons learned concerning onl...

  7. Social Networking Sites and Addiction: Ten Lessons Learned

    Science.gov (United States)

    Kuss, Daria J.; Griffiths, Mark D.

    2017-01-01

    Online social networking sites (SNSs) have gained increasing popularity in the last decade, with individuals engaging in SNSs to connect with others who share similar interests. The perceived need to be online may result in compulsive use of SNSs, which in extreme cases may result in symptoms and consequences traditionally associated with substance-related addictions. In order to present new insights into online social networking and addiction, in this paper, 10 lessons learned concerning online social networking sites and addiction based on the insights derived from recent empirical research will be presented. These are: (i) social networking and social media use are not the same; (ii) social networking is eclectic; (iii) social networking is a way of being; (iv) individuals can become addicted to using social networking sites; (v) Facebook addiction is only one example of SNS addiction; (vi) fear of missing out (FOMO) may be part of SNS addiction; (vii) smartphone addiction may be part of SNS addiction; (viii) nomophobia may be part of SNS addiction; (ix) there are sociodemographic differences in SNS addiction; and (x) there are methodological problems with research to date. These are discussed in turn. Recommendations for research and clinical applications are provided. PMID:28304359

  8. Social Networking Sites and Addiction: Ten Lessons Learned

    Directory of Open Access Journals (Sweden)

    Daria J. Kuss

    2017-03-01

    Full Text Available Online social networking sites (SNSs have gained increasing popularity in the last decade, with individuals engaging in SNSs to connect with others who share similar interests. The perceived need to be online may result in compulsive use of SNSs, which in extreme cases may result in symptoms and consequences traditionally associated with substance-related addictions. In order to present new insights into online social networking and addiction, in this paper, 10 lessons learned concerning online social networking sites and addiction based on the insights derived from recent empirical research will be presented. These are: (i social networking and social media use are not the same; (ii social networking is eclectic; (iii social networking is a way of being; (iv individuals can become addicted to using social networking sites; (v Facebook addiction is only one example of SNS addiction; (vi fear of missing out (FOMO may be part of SNS addiction; (vii smartphone addiction may be part of SNS addiction; (viii nomophobia may be part of SNS addiction; (ix there are sociodemographic differences in SNS addiction; and (x there are methodological problems with research to date. These are discussed in turn. Recommendations for research and clinical applications are provided.

  9. Social Networking Sites and Addiction: Ten Lessons Learned.

    Science.gov (United States)

    Kuss, Daria J; Griffiths, Mark D

    2017-03-17

    Online social networking sites (SNSs) have gained increasing popularity in the last decade, with individuals engaging in SNSs to connect with others who share similar interests. The perceived need to be online may result in compulsive use of SNSs, which in extreme cases may result in symptoms and consequences traditionally associated with substance-related addictions. In order to present new insights into online social networking and addiction, in this paper, 10 lessons learned concerning online social networking sites and addiction based on the insights derived from recent empirical research will be presented. These are: (i) social networking and social media use are not the same; (ii) social networking is eclectic; (iii) social networking is a way of being; (iv) individuals can become addicted to using social networking sites; (v) Facebook addiction is only one example of SNS addiction; (vi) fear of missing out (FOMO) may be part of SNS addiction; (vii) smartphone addiction may be part of SNS addiction; (viii) nomophobia may be part of SNS addiction; (ix) there are sociodemographic differences in SNS addiction; and (x) there are methodological problems with research to date. These are discussed in turn. Recommendations for research and clinical applications are provided.

  10. The Use Of Social Networking Sites For Learning In Institutions Of Higher Learning

    Directory of Open Access Journals (Sweden)

    Mange Gladys Nkatha

    2015-08-01

    Full Text Available Abstract Institutions of higher learning are facing greater challenges to change and subjected to various transformations in the surrounding environment including technology. These challenge and motivate them to explore new ways to improve their teaching approaches. This study sought to investigate the use of social networking site in institutions of higher learning. To this end two objectives were formulated 1 to investigate the current state of the use of social networking sites by the students 2 investigate how social networking sites can be used to promote authentic learning in institutions of higher learning. The study adopted exploratory approach using descriptive survey design where a sample of 10 67 students were picked from Jomo Kenyatta University of Agriculture and Technology JKUAT main campus. The findings indicate the use of social networking sites is a viable option as the students are not only members of social networking sites but also that majority have access to the requisite technological devices. Additionally recommendations for ensuring authentic learning were presented. The researcher recommends the exploration of the leveraging of the existing social networking sites for learning in conjunction with key stakeholders.

  11. Students' Framing of Language Learning Practices in Social Networking Sites

    Science.gov (United States)

    Lantz-Andersson, Annika; Vigmo, Sylvi; Bowen, Rhonwen

    2012-01-01

    The amount of time that people, especially young people, spend on communicative activities in social media is rapidly increasing. We are facing new arenas with great potential for learning in general and for language learning in particular, but their impact on learning is not yet acknowledged as such in educational practice (e.g., Conole, 2010;…

  12. Language Views on Social Networking Sites for Language Learning: The Case of Busuu

    Science.gov (United States)

    Álvarez Valencia, José Aldemar

    2016-01-01

    Social networking has compelled the area of computer-assisted language learning (CALL) to expand its research palette and account for new virtual ecologies that afford language learning and socialization. This study focuses on Busuu, a social networking site for language learning (SNSLL), and analyzes the views of language that are enacted through…

  13. Practice of Connectivism As Learning Theory: Enhancing Learning Process Through Social Networking Site (Facebook

    Directory of Open Access Journals (Sweden)

    Fahriye Altınay Aksal

    2013-12-01

    Full Text Available The impact of the digital age within learning and social interaction has been growing rapidly. The realm of digital age and computer mediated communication requires reconsidering instruction based on collaborative interactive learning process and socio-contextual experience for learning. Social networking sites such as facebook can help create group space for digital dialogue to inform, question and challenge within a frame of connectivism as learning theory within the digital age. The aim of this study is to elaborate the practice of connectivism as learning theory in terms of internship course. Facebook group space provided social learning platform for dialogue and negotiation beside the classroom learning and teaching process in this study. The 35 internship students provided self-reports within a frame of this qualitative research. This showed how principles of theory practiced and how this theory and facebook group space contribute learning, selfleadership, decision making and reflection skills. As the research reflects a practice of new theory based on action research, learning is not individualistic attempt in the digital age as regards the debate on learning in digital age within a frame of connectivism

  14. Foundation Year Students' Perceptions of Using Social Network Sites for Learning English in the Saudi Context

    Science.gov (United States)

    AlShoaibi, Rana; Shukri, Nadia

    2017-01-01

    The major aim of this study is to better understand the university students' perceptions and attitudes towards using social network sites for learning English as well as to identify if there is a difference between male and female university students in terms of using social networking sites for learning English inside and outside the classroom.…

  15. Can a Social Networking Site Support Afterschool Group Learning of Mandarin?

    Science.gov (United States)

    Yang, Yang; Crook, Charles; O'Malley, Claire

    2014-01-01

    Schools are often encouraged to facilitate extra-curricular learning within their own premises. This study addresses the potential of social networking sites (SNS) for supporting such out-of-class study. Given concerns that learning on these sites may happen at a surface level, we adopted self-determination theory for designing a social networking…

  16. "Actually, I Wanted to Learn": Study-Related Knowledge Exchange on Social Networking Sites

    Science.gov (United States)

    Wodzicki, Katrin; Schwammlein, Eva; Moskaliuk, Johannes

    2012-01-01

    Social media open up multiple options to add a new dimension to learning and knowledge processes. Particularly, social networking sites allow students to connect formal and informal learning settings. Students can find like-minded people and organize informal knowledge exchange for educational purposes. However, little is known about in which way…

  17. Learning through Social Networking Sites--The Critical Role of the Teacher

    Science.gov (United States)

    Callaghan, Noelene; Bower, Matt

    2012-01-01

    This comparative case study examined factors affecting behaviour and learning in social networking sites (SNS). The behaviour and learning of two classes completing identical SNS based modules of work was observed and compared. All student contributions to the SNS were analysed, with the cognitive process dimension of the Revised Bloom's Taxonomy…

  18. Learners' Views Regarding the Use of Social Networking Sites in Distance Learning

    Science.gov (United States)

    Özmen, Büsra; Atici, Bünyamin

    2014-01-01

    In this study, it was aimed to examine the use of learning management systems supported by social networking sites in distance education and to determine the views of learners regarding these platforms. The study group of this study, which uses a qualitative research approach, consists of 15 undergraduate students who resumed their education in…

  19. Language, Learning, and Identity in Social Networking Sites for Language Learning: The Case of Busuu

    Science.gov (United States)

    Alvarez Valencia, Jose Aldemar

    2014-01-01

    Recent progress in the discipline of computer applications such as the advent of web-based communication, afforded by the Web 2.0, has paved the way for novel applications in language learning, namely, social networking. Social networking has challenged the area of Computer Mediated Communication (CMC) to expand its research palette in order to…

  20. How do general practice residents use social networking sites in asynchronous distance learning?

    Science.gov (United States)

    Maisonneuve, Hubert; Chambe, Juliette; Lorenzo, Mathieu; Pelaccia, Thierry

    2015-09-21

    Blended learning environments - involving both face-to-face and remote interactions - make it easier to adapt learning programs to constraints such as residents' location and low teacher-student ratio. Social networking sites (SNS) such as Facebook®, while not originally intended to be used as learning environments, may be adapted for the distance-learning part of training programs. The purpose of our study was to explore the use of SNS for asynchronous distance learning in a blended learning environment as well as its influence on learners' face-to-face interactions. We conducted a qualitative study and carried out semi-structured interviews. We performed purposeful sampling for maximal variation to include eight general practice residents in 2(nd) and 3(rd) year training. A thematic analysis was performed. The social integration of SNS facilitates the engagement of users in their learning tasks. This may also stimulate students' interactions and group cohesion when members meet up in person. Most of the general practice residents who work in the blended learning environment we studied had a positive appraisal on their use of SNS. In particular, we report a positive impact on their engagement in learning and their participation in discussions during face-to-face instruction. Further studies are needed in order to evaluate the effectiveness of SNS in blended learning environments and the appropriation of SNS by teachers.

  1. Learners’ Views Regarding the Use of Social Networking Sites in Distance Learning

    Directory of Open Access Journals (Sweden)

    Büşra Özmen

    2014-09-01

    Full Text Available In this study, it was aimed to examine the use of learning management systems supported by social networking sites in distance education and to determine the views of learners regarding these platforms. The study group of this study, which uses a qualitative research approach, consists of 15 undergraduate students who resumed their education in Turkey. The data were gathered via a semi-structured interview form which consists of open-ended questions. Content analysis was used in the analysis of the data. According to the results of the study, it has been revealed within the scope of the course that the students have positive attitudes towards the use of social networking sites and distance education applications and these applications have positively affected the quality of communication between instructors and students. Furthermore, it was seen that the students made comments relating to the interesting aspects of the applications and the difference between distance education and face-to-face learning.

  2. Social Media Sites

    Science.gov (United States)

    Media Sites Site Registration Contact Us Search AF.mil: Home > AF Sites > Social Media Sites Social Media Welcome to the Air Force social media directory! The directory is a one-stop shop of official Air Force social media pages across various social media sites. Social media is all about

  3. Social Networking Sites in Education

    OpenAIRE

    Suková, Lenka

    2010-01-01

    Diploma thesis deals with social networking sites and their use in education. Thesis is divided into two general parts. The first part deals with theory of learning; Bloom's taxonomy of educational objectives and new educational theory based on learning in networks -- Connectivism. After that thesis focuses on the definition of social networking sites, introduction of some of the best known social networking sites and examples of their use in foreign and domestic educational practice. The sec...

  4. Social Networking Sites as Communication, Interaction, and Learning Environments: Perceptions and Preferences of Distance Education Students

    Science.gov (United States)

    Bozkurt, Aras; Karadeniz, Abdulkadir; Kocdar, Serpil

    2017-01-01

    The advent of Web 2.0 technologies transformed online networks into interactive spaces in which user-generated content has become the core material. With the possibilities that emerged from Web 2.0, social networking sites became very popular. The capability of social networking sites promises opportunities for communication and interaction,…

  5. Use of social networking sites: Facebook group as a learning management system

    Directory of Open Access Journals (Sweden)

    Md. Abul Kalam Siddike

    2015-06-01

    Full Text Available Social networking sites (SNSs are becoming popular day by day in academia as well as in business organizations around the world. Facebook as the largest and fastest networking sites, is one of the important SNSs that can play an important role in different academic disciplines. The aim of this study is to investigate the use of SNSs by the undergraduate students of International Islamic University of Malaysia (IIUM. The specific objectives are: (i to explore the frequency of using SNSs by the undergraduates; (ii to identify the purpose of using SNSs; (iii to examine the perceptions of undergraduates for using SNSs as an academic tool; and (iv finally, to propose Facebook group as a learning management system (LMS of IIUM. A structured survey questionnaire was distributed among 500 undergraduate students of IIUM and 351 responses were received. The results report that Facebook and Google+ are preferred SNSs. Sharing information with friends, getting connected with people for different level, making new friends, and passing time are the main reasons for using SNSs. This study also proposes a six-step procedure for using Facebook group as a LMS.

  6. Pre-Service Teachers' and Teacher-Educators' Experiences and Attitudes toward Using Social Networking Sites for Collaborative Learning

    Science.gov (United States)

    Soomro, Kamal Ahmed; Kale, Ugur; Zai, Sajid Yousuf

    2014-01-01

    Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students' learning. This survey-based study records and examines Pakistani pre-service teachers' and teacher-educators' current uses of Facebook, and their attitudes…

  7. Social Networking Sites for Language Learning: Examining Learning Theories in Nested Semiotic Spaces

    Directory of Open Access Journals (Sweden)

    José Aldemar Álvarez Valencia

    2016-01-01

    Full Text Available Las redes sociales para el aprendizaje de lenguas ( resal han creado nuevos modelos de aprendizaje, de interacción social y de experiencias de aprendizaje. Este estudio se centra en Busuu —una resal bastante conocida— y examina las perspectivas de aprendizaje que subyacen al diseño semiótico del mismo. El artículo parte de la premisa según la cual la composición semiótica de cualquier medio de comunicación posiciona y promulga ciertas formas de tratamiento, adquisición y aprendizaje de los contenidos, y se basa en fundamentos teóricos y metodológicos de la investigación etnográfica y la semiótica social multimodal para analizar el sitio web. Una de las principales conclusiones del estudio indica que Busuu constituye un sistema ecológico de espacios semióticos entretejidos, donde los elementos y principios pedagógicos de las diferentes teorías del aprendizaje de lenguas —conductista, cognitiva, constructivista— se amalgaman de manera conflictiva y, al mismo tiempo, complementaria.

  8. Use of social networking sites: Facebook group as a learning management system

    OpenAIRE

    Md. Abul Kalam Siddike; Md. Shiful Islam; Hasanul Banna

    2015-01-01

    Social networking sites (SNSs) are becoming popular day by day in academia as well as in business organizations around the world. Facebook as the largest and fastest networking sites, is one of the important SNSs that can play an important role in different academic disciplines. The aim of this study is to investigate the use of SNSs by the undergraduate students of International Islamic University of Malaysia (IIUM). The specific objectives are: (i) to explore the frequency of using SNSs by ...

  9. IOs as Social Sites

    DEFF Research Database (Denmark)

    Park, Susan M.; Vetterlein, Antje

    Norms research has made significant inroads into examining their emergence and influence in international relations, while recognizing international organizations (IOs) as key social sites for norms to be created and/or disseminated. This paper interrogates how IOs as “organizational platforms......” (Finnemore 1996) influence the norm building process. Going beyond state-centric approaches to norm construction, it argues that the process of taking up a norm by an IO does affect the norm’s power. A norm’s strength is determined by the extent to which it is uncontested and taken for granted as appropriate...... the norm building process in this way provides insight into the effect of IOs as social sites in strengthening a norm....

  10. Social learning in fish

    OpenAIRE

    Atton, Nicola

    2010-01-01

    Social learning is known to be a common phenomenon in fish, which they utilise under many different contexts, including foraging, mate-choice and migration. Here I review the literature on social learning in fish and present two studies. The first examines the ability of threespined sticklebacks to use social learning in the enhancement of food preferences. The second study examines the ability of both threespined sticklebacks and ninespined sticklebacks to use social learning in the avoidanc...

  11. Privacy in social networking sites

    OpenAIRE

    Λεονάρδος, Γεώργιος; Leonardos, Giorgos

    2016-01-01

    The purpose of this study is to explore the aspects of privacy over the use of social networks web sites. More specific, we will show the types of social networks, their privacy mechanisms that are different in each social network site, their privacy options that are offered to users. We will report some serious privacy violations incidents of the most popular social networks sites such as Facebook, Twitter, LinkedIn. Also, we will report some important surveys about social networks and pr...

  12. Counselling Implications of Teachers' Digital Competencies in the Use of Social Networking Sites (SNSs) in the Teaching-Learning Process in Calabar, Nigeria

    Science.gov (United States)

    Eyo, Mfon

    2016-01-01

    The study investigated teachers' digital competencies in the use of Social Networking Sites (SNSs) in the teaching-learning process. It had five research questions and two hypotheses. Adopting a survey design, it used a sample of 250 teachers from 10 out of 16 secondary schools in Calabar Municipal Local Government. A researcher-developed…

  13. The Application of Social Networking Sites (SNSs) in e-Learning and Online Education Environments: A Review of Publications in SSCI-Indexed Journals from 2004 to 2013

    Science.gov (United States)

    Tsai, Chia-Wen; Shen, Pei-Di; Chiang, Yi-Chun

    2013-01-01

    In this paper, the authors reviewed the empirical studies on social networking sites (SNSs), especially those focused on adopting SNSs for students' learning, published in SSCI journals from 2004 to 2013. It was found that the number of articles has significantly increased, particularly after 2009. Among the 76 published papers, most studies were…

  14. The use of social networking sites for language practice and learningDOI:10.5007/2175-8026.2011n60p277

    Directory of Open Access Journals (Sweden)

    Melissa Baralt

    2011-01-01

    Full Text Available Recent descriptions of online social networking communities (i.e., Facebook, MySpace within the Web 2.0 movement havesuggested that these sites might be used in educational contextsto promote cultural awareness, interaction, and collaboration(Ferdig et al., 2007. Here it is argued that social networkingsites can also be used for language teaching and learning. Thepurpose of this paper is therefore threefold: (1 to provide atheoretical framework justifying the use and incorporation ofsocial networking sites in foreign language courses; (2 to reviewexisting social networking sites and provide suggestions forhow they might be used in different language contexts; and (3to describe an ongoing study in which one social networkingsite, Orkut, is being used for a course in Portuguese as a foreignlanguage. Besides suggesting that social networking sites canserve as an authentic way to be exposed to language and cultureoutside of the classroom, it is also argued that participation insocial networking sites can be an ideal medium for languagepractice and learning.

  15. What is Social Learning?

    Directory of Open Access Journals (Sweden)

    Mark S. Reed

    2010-12-01

    between individual and wider social learning. Many unsubstantiated claims for social learning exist, and there is frequently confusion between the concept itself and its potential outcomes. This lack of conceptual clarity has limited our capacity to assess whether social learning has occurred, and if so, what kind of learning has taken place, to what extent, between whom, when, and how. This response attempts to provide greater clarity on the conceptual basis for social learning. We argue that to be considered social learning, a process must: (1 demonstrate that a change in understanding has taken place in the individuals involved; (2 demonstrate that this change goes beyond the individual and becomes situated within wider social units or communities of practice; and (3 occur through social interactions and processes between actors within a social network. A clearer picture of what we mean by social learning could enhance our ability to critically evaluate outcomes and better understand the processes through which social learning occurs. In this way, it may be possible to better facilitate the desired outcomes of social learning processes.

  16. The Use of an Educational Social Networking Site for English Language Learning beyond the Classroom in a Japanese University Setting

    Science.gov (United States)

    Okumura, Shinji

    2016-01-01

    This study describes an attempt of using an educational social networking platform, which is called Edmodo, for English language learning outside classrooms at tertiary level. Considering the notion of communicative competence, the instructor incorporated Edmodo into his English classes as a project which is a formal assignment. In the project,…

  17. Conceptualizing of Social Networking Sites

    OpenAIRE

    J. S. Sodhi; Shilpi Sharma

    2012-01-01

    People often move to their friends, families and colleagues when they feel urge and having doubts or queries to solve. Participation in social networking site has dramatically increased in recent years. Many social networking sites boost with million of members using their network on regular basis to communicate, share , create and collaborate with others. In this paper we explore the phenomenon of using social networking site to trace a link of the search from the community of users for bett...

  18. Social Structures for Learning

    OpenAIRE

    Bogenrieder, I.M.; Nooteboom, B.

    2001-01-01

    textabstractThis article investigates what learning groups there are in organizations, other than the familiar 'communities of practice'. It first develops an interdisciplinary theoretical framework for identifying, categorizing and understanding learning groups. For this, it employs a constructivist, interactionist theory of knowledge and learning. It employs elements of transaction cost theory and of social theory of trust. Transaction cost economics neglects learning and trust, but element...

  19. Social Media and Seamless Learning: Lessons Learned

    Science.gov (United States)

    Panke, Stefanie; Kohls, Christian; Gaiser, Birgit

    2017-01-01

    The paper discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning.…

  20. Social Learning Analytics

    Science.gov (United States)

    Buckingham Shum, Simon; Ferguson, Rebecca

    2012-01-01

    We propose that the design and implementation of effective "Social Learning Analytics (SLA)" present significant challenges and opportunities for both research and enterprise, in three important respects. The first is that the learning landscape is extraordinarily turbulent at present, in no small part due to technological drivers.…

  1. Privacy and Social Networking Sites

    Science.gov (United States)

    Timm, Dianne M.; Duven, Carolyn J.

    2008-01-01

    College students are relying on the Internet to make connections with other people every day. As the Internet has developed and grown, so have the capabilities for interaction. Social networking sites, a group of Web sites that provide people with the opportunity to create an online profile and to share that profile with others, are a part of…

  2. Staying Safe on Social Network Sites

    Science.gov (United States)

    ... Tips Security Tip (ST06-003) Staying Safe on Social Networking Sites Original release date: January 26, 2011 | Last revised: ... so you should take certain precautions. What are social networking sites? Social networking sites, sometimes referred to as "friend- ...

  3. Social Media, Collaboration and Social Learning

    DEFF Research Database (Denmark)

    Mondahl, Margrethe; Razmerita, Liana

    2014-01-01

    Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using...... a social media-enhanced collaborative learning environment in case-based teaching of foreign languages. Based on social constructivismwe argue that foreign language learning is an individual as well as collaborative process and cognitive processes underlying learning and in particular foreign language...... learning are facilitated by means of social media and especially for new generation of students. This article contributes to understanding of how best to make use of social media in an educational setting and how learning may be fostered in social, collaborative knowledge construction, sharing and building...

  4. Service Learning and Political Socialization.

    Science.gov (United States)

    Owen, Diana

    2000-01-01

    Discusses the link between political socialization scholarship and service learning. States that information gleaned from socialization research on adolescents' political identities and beliefs can inform service learning, asserting that the relationship between political socialization and service learning needs to be encouraged. (CMK)

  5. Counselling implications of teachers’ digital competencies in the use of Social Networking Sites (SNSs in the teaching-learning process in Calabar, Nigeria

    Directory of Open Access Journals (Sweden)

    Mfon Eyo

    2016-12-01

    Full Text Available The study investigated teachers’ digital competencies in the use of Social Networking Sites (SNSs in the teaching-learning process. It had five research questions and two hypotheses. Adopting a survey design, it used a sample of 250 teachers from 10 out of 16 secondary schools in Calabar Municipal Local Government. A researcher-developed instrument called Digital Competency Questionnaire (DCQ was used in data gathering. The DCQ was validated by three experts, and its reliability was established to be 0.86. Findings of the study indicated that the levels of digital competencies of teachers in the use of SNSs and general usage of SNSs by teachers are moderate. It also revealed that the level of application of SNSs in the teaching-learning process is low. Results of the study also indicated significant differences in the level of digital competencies in the use of SNSs based on gender; and in the level of application of SNSs in the teaching-learning process based on age category of teachers. Recommendations were made to the guidance counsellor to improve these levels and bridge the established gaps based on gender and age category of the teachers.

  6. Is There a Role for Social Networking Sites in Education?

    Science.gov (United States)

    Santos, Ieda M.; Hammond, Michael; Durli, Zenilde; Chou, Shiao-Yuh

    Social networking sites such as Facebook and MySpace have become popular among millions of users including students of all ages. There are ongoing discussions over the potential of these sites to support teaching and learning, particularly to complement traditional or online classroom activities. This paper explores whether social networking have a place in teaching and learning by investigating how students use these sites and whether they find opportunities to discuss study related activities with their peers. Two small scale studies were carried out in a face-to-face undergraduate course in Singapore and students enrolled in a face-to-face Master’s programme in Brazil. Data were collected using surveys and interviews; findings were mixed. Many of the Brazilian students used social networking sites to both socialize and discuss their studies while the Singaporean students used such sites for social interactions only. The paper discusses these differences and offers suggestions for further research.

  7. When does social learning become cultural learning?

    Science.gov (United States)

    Heyes, Cecilia

    2017-03-01

    Developmental research on selective social learning, or 'social learning strategies', is currently a rich source of information about when children copy behaviour, and who they prefer to copy. It also has the potential to tell us when and how human social learning becomes cultural learning; i.e. mediated by psychological mechanisms that are specialized, genetically or culturally, to promote cultural inheritance. However, this review article argues that, to realize its potential, research on the development of selective social learning needs more clearly to distinguish functional from mechanistic explanation; to achieve integration with research on attention and learning in adult humans and 'dumb' animals; and to recognize that psychological mechanisms can be specialized, not only by genetic evolution, but also by associative learning and cultural evolution. © 2015 John Wiley & Sons Ltd.

  8. "Mommy Blogs" and the Vaccination Exemption Narrative: Results From A Machine-Learning Approach for Story Aggregation on Parenting Social Media Sites.

    Science.gov (United States)

    Tangherlini, Timothy R; Roychowdhury, Vwani; Glenn, Beth; Crespi, Catherine M; Bandari, Roja; Wadia, Akshay; Falahi, Misagh; Ebrahimzadeh, Ehsan; Bastani, Roshan

    2016-11-22

    Social media offer an unprecedented opportunity to explore how people talk about health care at a very large scale. Numerous studies have shown the importance of websites with user forums for people seeking information related to health. Parents turn to some of these sites, colloquially referred to as "mommy blogs," to share concerns about children's health care, including vaccination. Although substantial work has considered the role of social media, particularly Twitter, in discussions of vaccination and other health care-related issues, there has been little work on describing the underlying structure of these discussions and the role of persuasive storytelling, particularly on sites with no limits on post length. Understanding the role of persuasive storytelling at Internet scale provides useful insight into how people discuss vaccinations, including exemption-seeking behavior, which has been tied to a recent diminution of herd immunity in some communities. To develop an automated and scalable machine-learning method for story aggregation on social media sites dedicated to discussions of parenting. We wanted to discover the aggregate narrative frameworks to which individuals, through their exchange of experiences and commentary, contribute over time in a particular topic domain. We also wanted to characterize temporal trends in these narrative frameworks on the sites over the study period. To ensure that our data capture long-term discussions and not short-term reactions to recent events, we developed a dataset of 1.99 million posts contributed by 40,056 users and viewed 20.12 million times indexed from 2 parenting sites over a period of 105 months. Using probabilistic methods, we determined the topics of discussion on these parenting sites. We developed a generative statistical-mechanical narrative model to automatically extract the underlying stories and story fragments from millions of posts. We aggregated the stories into an overarching narrative framework

  9. Structure Mapping for Social Learning.

    Science.gov (United States)

    Christie, Stella

    2017-07-01

    Analogical reasoning is a foundational tool for human learning, allowing learners to recognize relational structures in new events and domains. Here I sketch some grounds for understanding and applying analogical reasoning in social learning. The social world is fundamentally characterized by relations between people, with common relational structures-such as kinships and social hierarchies-forming social units that dictate social behaviors. Just as young learners use analogical reasoning for learning relational structures in other domains-spatial relations, verbs, relational categories-analogical reasoning ought to be a useful cognitive tool for acquiring social relations and structures. Copyright © 2017 Cognitive Science Society, Inc.

  10. Social Interaction in Learning Networks

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

    The original publication is available from www.springerlink.com. Sloep, P. (2009). Social Interaction in Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp 13-15). Berlin, Germany: Springer Verlag.

  11. Social Innovation and Collaborative Learning

    DEFF Research Database (Denmark)

    Andersen, Linda Lundgaard; Hulgård, Lars

    2014-01-01

    In this chapter we explore the roots and inspirations as well as the innovative pedagogy, learning and study programmes in social innovation and social entrepreneurship at Roskilde University in Denmark. We further outline the contribution of academic capacity building nationally...... and internationally in the area of social entrepreneurship and social innovation. We sketch out six inspirational traditions that influence learning and teaching in social innovation and social entrepreneurship: 1/ features and concepts of classic entrepreneurship teaching, 2/ critical pedagogy of the oppressed...... and critical experiential learning, 3/ reform pedagogy as critical societal and subjective learning formats, 4/ creativity, scenarios and future workshops, 5/ collaborative and action learning trends and 6/ social entrepreneurship innovation labs, incubators and hubs. Consequently, we conclude...

  12. Facebook as a Learning Tool? A Case Study on the Appropriation of Social Network Sites from Mobile Phones in Developing Countries

    Science.gov (United States)

    Pimmer, Christoph; Linxen, Sebastian; Grohbiel, Urs

    2012-01-01

    This exploratory research investigates how students and professionals use social network sites (SNSs) in the setting of developing and emerging countries. Data collection included focus groups consisting of medical students and faculty as well as the analysis of a Facebook site centred on medical and clinical topics. The findings show how users,…

  13. Social media for lifelong learning.

    Science.gov (United States)

    Kind, Terry; Evans, Yolanda

    2015-04-01

    Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

  14. Social Networking Sites: A premise on enhancement

    OpenAIRE

    MANINDERPAL SINGH SAINI; GYEWON MOON

    2013-01-01

    This article address five constructs that are paramount toward continued evolution of social networking sites (SNS`s) they include, - stabilisation, visual, language, security and flexibility. These constructs add to our proposed framework. Firmly grounded research on social networking sites and literature, we propose that user feedback, is the critical component that stimulates the development and growth of social networking sites online. We offer a framework that can aid new and current soc...

  15. Social capital and localised learning

    DEFF Research Database (Denmark)

    Lorenzen, Mark

    2007-01-01

      This conceptual paper analyses why social capital is important for learning and economic development, how it is created and its geography. It argues that with the rise of globalisation and learning-based competition, social capital is becoming valuable because it organises markets, lowering...... business firms' costs of co-ordinating and allowing them flexibly to connect and reconnect. The paper defines social capital as a matrix of various social relations, combined with particular normative and cognitive social institutions that facilitate co-operation and reciprocity, and suggests that social...... capital is formed at spatial scales lower than the national or international, because the density of matrices of social relations increases with proximity. The paper also offers a discussion of how national and regional policies may be suited for promoting social capital....

  16. Social network sites: Indispensable or optional social tools?

    DEFF Research Database (Denmark)

    Shklovski, Irina

    2012-01-01

    Much research has enumerated potential benefits of online social network sites. Given the pervasiveness of these sites and the numbers of people that use them daily, both re-search and media tend to make the assumption that social network sites have become indispensible to their users. Based...... on the analysis of qualitative data from users of social network sites in Russia and Kazakhstan, this paper consid-ers under what conditions social network sites can become indispensable to their users and when these technologies remain on the periphery of life despite fulfilling useful func-tions. For some...... respondents, these sites had become indis-pensable tools as they were integrated into everyday rou-tines of communicating with emotionally important and proximal contacts and were often used for coordination of offline activities. For others social network sites remained spaces where they occasionally visited...

  17. Social Structures for Learning

    NARCIS (Netherlands)

    I.M. Bogenrieder (Irma); B. Nooteboom (Bart)

    2001-01-01

    textabstractThis article investigates what learning groups there are in organizations, other than the familiar 'communities of practice'. It first develops an interdisciplinary theoretical framework for identifying, categorizing and understanding learning groups. For this, it employs a

  18. Safety and Social Networking: How Can We Maximize the Learning Power of Participatory Web Sites while Ensuring Students Are Protected and Behave Responsibly?

    Science.gov (United States)

    Couros, Alec

    2008-01-01

    The various scandals around social networking abuses have garnered lots of press in the past couple of years. Predators, bullying, slander, and harassment of all kinds on sites such as MySpace and Facebook are increasingly the subjects of horror stories and play into a renewed wave of fear about the dangers online. However, once the fear of safety…

  19. Social Network Sites Effectiveness from EFL Students' Viewpoints

    Science.gov (United States)

    Alnujaidi, Sulaiman

    2017-01-01

    This study investigated the relationship between EFL students' experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. A survey of 103 participants from…

  20. Leveraging Social Media for Learning: Communities of Practice on Flickr

    Science.gov (United States)

    Smock, Andrew

    2012-01-01

    Research has begun to address the use of social media sites, such as Facebook and Twitter, for supplementing and enhancing classroom-based learning. However, the use of social media platforms for less formal learning has received little attention. Study One of this dissertation presents the results from semi-structured interviews with twenty-one…

  1. Immunization against social fear learning.

    Science.gov (United States)

    Golkar, Armita; Olsson, Andreas

    2016-06-01

    Social fear learning offers an efficient way to transmit information about potential threats; little is known, however, about the learning processes that counteract the social transmission of fear. In three separate experiments, we found that safety information transmitted from another individual (i.e., demonstrator) during preexposure prevented subsequent observational fear learning (Experiments 1-3), and this effect was maintained in a new context involving direct threat confrontation (Experiment 3). This protection from observational fear learning was specific to conditions in which information about both safety and danger was transmitted from the same demonstrator (Experiments 2-3) and was unaffected by increasing the number of the safety demonstrators (Experiment 3). Collectively, these findings demonstrate that observational preexposure can limit social transmission of fear. Future research is needed to better understand the conditions under which such effects generalize across individual demonstrators. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  2. Language Learning through Social Networks: Perceptions and Reality

    Science.gov (United States)

    Lin, Chin-Hsi; Warschauer, Mark; Blake, Robert

    2016-01-01

    Language Learning Social Network Sites (LLSNSs) have attracted millions of users around the world. However, little is known about how people participate in these sites and what they learn from them. This study investigated learners' attitudes, usage, and progress in a major LLSNS through a survey of 4,174 as well as 20 individual case studies. The…

  3. Expert Students in Social Learning Management Systems

    Science.gov (United States)

    Avogadro, Paolo; Calegari, Silvia; Dominoni, Matteo Alessandro

    2016-01-01

    Purpose: A social learning management system (social LMS) is a tool which favors social interactions and allows scholastic institutions to supervise and guide the learning process. The inclusion of the social feature to a "normal" LMS leads to the creation of educational social networks (EduSN), where the students interact and learn. The…

  4. Social Network Sites, Individual Social Capital and Happiness

    NARCIS (Netherlands)

    E. Arampatzi (Efstratia); M.J. Burger (Martijn); N.A. Novik (Natallia)

    2016-01-01

    textabstractCan online social contacts replace the importance of real-life social connections in our pursuit of happiness? With the growing use of social network sites (SNSs), attention has been increasingly drawn to this topic. Our study empirically examines the effect of SNS use on happiness for

  5. Learning Social Responsibility in Schools: A Restorative Practice

    Science.gov (United States)

    Macready, Tom

    2009-01-01

    Vygotsky regarded the site of learning to be within a matrix of relational action. From this perspective, learning social responsibility will involve a focus on the learning environments that are made available in schools. Adapting the concept of restorative justice to a school context, restorative practice offers a range of relevant learning…

  6. Learning Companion Systems, Social Learning Systems, and the Global Social Learning Club.

    Science.gov (United States)

    Chan, Tak-Wai

    1996-01-01

    Describes the development of learning companion systems and their contributions to the class of social learning systems that integrate artificial intelligence agents and use machine learning to tutor and interact with students. Outlines initial social learning projects, their programming languages, and weakness. Future improvements will include…

  7. DEPENDENCE ON SOCIAL NETWORKING SITES IN ADOLESCENTS

    OpenAIRE

    Ranjith; Santosh; Amita Rao; Ramgopal; Ashvij

    2016-01-01

    BACKGROUND Social Networking Sites (SNSs) are “web-based services” that allow individuals to: (1) Construct a public or semi-public profile within a bounded system, (2) Articulate a list of other users with whom they share a connection, and (3) View and traverse their list of connections and those made by others within the system.” Social networking sites like Facebook, WhatsApp, Snapchat, Twitter, etc. are virtual communities where users can create individual public profiles,...

  8. Matching Profiles from Social Network Sites

    NARCIS (Netherlands)

    Veldman, Irma

    2009-01-01

    In recent years social networking sites have become very popular. Many people are member of one or more of these profile sites and tend to put a lot of informa- tion about themselves online. This often publicly available data can be useful for many purposes. Retrieving all available data from one

  9. Protecting Personal Information on Social Networking Sites

    Science.gov (United States)

    Gallant, David T.

    2011-01-01

    Almost everyone uses social networking sites like Facebook, MySpace, and LinkedIn. Since Facebook is the most popular site in the history of the Internet, this article will focus on how one can protect his/her personal information and how that extends to protecting the private information of others.

  10. Group Modeling in Social Learning Environments

    Science.gov (United States)

    Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

    2012-01-01

    Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

  11. Organizational learning viewed from a social learning perspective

    DEFF Research Database (Denmark)

    Elkjær, Bente; Brandi, Ulrik

    2011-01-01

    This chapter reviews the literature on organizational learning through the lens of a social learning perspective. We start with an individual learning perspective, before moving on to a social learning perspective with a particular focus upon pragmatism. The literature review covers the following...... four issues: the content of learning, the process of learning, the relation between individual and organization, and the concept of organization. An important separator between individual and social learning perspectives is the different emphasis on learning as acquisition of skills and knowledge......, versus learning as encompassing development of identities and socialization to organizational work and life. A pragmatist social learning perspective emphasizes both learning as acquisition through experience and inquiry, and learning as development of identities and socialization through individuals...

  12. Can Social Learning Increase Learning Speed, Performance or Both?

    NARCIS (Netherlands)

    Heinerman, J.V.; Stork, J.; Rebolledo Coy, M.A.; Hubert, J.G.; Eiben, A.E.; Bartz-Beielstein, Thomas; Haasdijk, Evert

    2017-01-01

    Social learning enables multiple robots to share learned experiences while completing a task. The literature offers contradicting examples of its benefits; robots trained with social learning reach a higher performance, an increased learning speed, or both, compared to their individual learning

  13. Toward a Social Approach to Learning in Community Service Learning

    Science.gov (United States)

    Cooks, Leda; Scharrer, Erica; Paredes, Mari Castaneda

    2004-01-01

    The authors describe a social approach to learning in community service learning that extends the contributions of three theoretical bodies of scholarship on learning: social constructionism, critical pedagogy, and community service learning. Building on the assumptions about learning described in each of these areas, engagement, identity, and…

  14. Communities of clinical practice: the social organization of clinical learning.

    Science.gov (United States)

    Egan, Tony; Jaye, Chrystal

    2009-01-01

    The social organization of clinical learning is under-theorized in the sociological literature on the social organization of health care. Professional scopes of practice and jurisdictions are formally defined by professional principles and standards and reflected in legislation; however, these are mediated through the day-to-day clinical activities of social groupings of clinical teams. The activities of health service providers typically occur within communities of clinical practice. These are also major sites for clinical curriculum delivery, where clinical students learn not only clinical skills but also how to be health professionals. In this article, we apply Wenger's model of social learning within organizations to curriculum delivery within a health service setting. Here, social participation is the basis of learning. We suggest that it offers a powerful framework for recognizing and explaining paradox and incongruence in clinical teaching and learning, and also for recognizing opportunities, and devising means, to add value to students' learning experiences.

  15. Social learning in cooperative dilemmas.

    Science.gov (United States)

    Lamba, Shakti

    2014-07-22

    Helping is a cornerstone of social organization and commonplace in human societies. A major challenge for the evolutionary sciences is to explain how cooperation is maintained in large populations with high levels of migration, conditions under which cooperators can be exploited by selfish individuals. Cultural group selection models posit that such large-scale cooperation evolves via selection acting on populations among which behavioural variation is maintained by the cultural transmission of cooperative norms. These models assume that individuals acquire cooperative strategies via social learning. This assumption remains empirically untested. Here, I test this by investigating whether individuals employ conformist or payoff-biased learning in public goods games conducted in 14 villages of a forager-horticulturist society, the Pahari Korwa of India. Individuals did not show a clear tendency to conform or to be payoff-biased and are highly variable in their use of social learning. This variation is partly explained by both individual and village characteristics. The tendency to conform decreases and to be payoff-biased increases as the value of the modal contribution increases. These findings suggest that the use of social learning in cooperative dilemmas is contingent on individuals' circumstances and environments, and question the existence of stably transmitted cultural norms of cooperation. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

  16. Digital Divides and Social Network Sites: Which Students Participate in Social Media?

    Science.gov (United States)

    Ahn, June

    2011-01-01

    Social network sites (SNSs) like Myspace and Facebook are now popular online communities with large teenage user populations. Teens use these technologies to interact, play, explore, and learn in significant ways. As scholars become interested in studying these new online communities, I contribute to the emerging conversation by re-examining…

  17. Seamless Language Learning: Second Language Learning with Social Media

    OpenAIRE

    Wong, Lung-Hsiang; Sing-Chai, Ching; Poh-Aw, Guat

    2017-01-01

    This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three ke...

  18. Social Emotional Learning Skills and Educational Stress

    Science.gov (United States)

    Çelik, Ismail

    2013-01-01

    The basic aim of this research is to examine the predicting role of social emotional learning skills in educational stress. The participants were 238 adolescents at high school. In this study, the Social Emotional Learning Skills Scale and the Educational Stress Scale were used. The relationships between social emotional learning skills and…

  19. Informal Learning and Identity Formation in Online Social Networks

    Science.gov (United States)

    Greenhow, Christine; Robelia, Beth

    2009-01-01

    All students today are increasingly expected to develop technological fluency, digital citizenship, and other twenty-first century competencies despite wide variability in the quality of learning opportunities schools provide. Social network sites (SNSs) available via the internet may provide promising contexts for learning to supplement…

  20. Social News Sites as Democratic Media

    DEFF Research Database (Denmark)

    Szabo, András

    This thesis presents an empirical analysis and normative theoretical evaluation of Reddit, a social news website, focusing on its coverage of the 2012 US presidential election campaign. It explores the site's structural features and organization, and evaluates its coverage by standards derived from...

  1. A Study of Social Networking Sites for Learners of Japanese

    Directory of Open Access Journals (Sweden)

    Fusako Ota

    2011-01-01

    Full Text Available Social Networking Sites (SNSs such as “Facebook” and “MySpace” have been used by many people from different countries around the world, and they have recently been applied to second language (L2 learning, both inside and outside classrooms. A number of researchers have investigated the utility of SNSs, and some language researchers have studied the use of SNSs for L2 learning in language classrooms. However, the study of the usage of SNSs for L2 learning outside the classroom has not yet been studied thoroughly, despite the fact that many communities and groups exist for users who are interested in learning L2 on such sites. This article examines the nature and extent of SNS communities available specifically for L2 learners of Japanese, and describes the usage which is being made of these communities in particular on the SNSs, “mixi” and “Facebook”. Furthermore, the beneficial aspects of using such sites for L2 learning will be discussed.

  2. Seamless Language Learning: Second Language Learning with Social Media

    Science.gov (United States)

    Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh

    2017-01-01

    This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. it promotes social…

  3. Social software: E-learning beyond learning management systems

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2006-01-01

    The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software...... to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning...... activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social...

  4. Social Learning by Design: The Role of Social Media

    Science.gov (United States)

    Brooks, Laura

    2009-01-01

    It is no secret that learning has a social context. As library media specialists work with students nearly every day, they take for granted their pedagogical roots in social learning theory based on the premise that students need modeling and observation to learn from one another. Information gathering becomes a key activity, and social…

  5. Skill learning and the evolution of social learning mechanisms.

    Science.gov (United States)

    van der Post, Daniel J; Franz, Mathias; Laland, Kevin N

    2016-08-24

    Social learning is potentially advantageous, but evolutionary theory predicts that (i) its benefits may be self-limiting because social learning can lead to information parasitism, and (ii) these limitations can be mitigated via forms of selective copying. However, these findings arise from a functional approach in which learning mechanisms are not specified, and which assumes that social learning avoids the costs of asocial learning but does not produce information about the environment. Whether these findings generalize to all kinds of social learning remains to be established. Using a detailed multi-scale evolutionary model, we investigate the payoffs and information production processes of specific social learning mechanisms (including local enhancement, stimulus enhancement and observational learning) and their evolutionary consequences in the context of skill learning in foraging groups. We find that local enhancement does not benefit foraging success, but could evolve as a side-effect of grouping. In contrast, stimulus enhancement and observational learning can be beneficial across a wide range of environmental conditions because they generate opportunities for new learning outcomes. In contrast to much existing theory, we find that the functional outcomes of social learning are mechanism specific. Social learning nearly always produces information about the environment, and does not always avoid the costs of asocial learning or support information parasitism. Our study supports work emphasizing the value of incorporating mechanistic detail in functional analyses.

  6. Understanding Members’ Attachment to Social Networking Sites

    DEFF Research Database (Denmark)

    Lim, Eric T. K.; Cyr, Dianne; Tan, Chee-Wee

    2014-01-01

    Social Networking Sites (SNSs) are pervasive phenomena in today’s society. With greater connectivity and interactivity enabled through emerging technologies, SNSs provide communication platforms for individuals to bridge spatial and temporal differences when making friends, sharing experiences......, socializing with others and much more. This study therefore endeavors to shed light on this growing trend by decomposing members’ motives for participating within SNSs into identity-based, bondbased and comparison-based attachments. Each of these forms of attachment in turn affects members’ cooperative...

  7. Privacy in Online Social Networking Sites

    OpenAIRE

    M.Ida Evones

    2015-01-01

    There are more than 192 act ive social networking websites. Bringing every kind of social group together in one place and letting them interact is really a big thing indeed .Huge amount of information process in the sites each day, end up making it vulnerable to attack. There is no systematic framework taking into account the importance of privacy. Increased privacy settings don’t always guarantee privacy when there is a loop hole in the applications. Lack of user education results is over sh...

  8. Collective Learning in Games through Social Networks

    NARCIS (Netherlands)

    Kosterman, S.; Gierasimczuk, N.; Armentano, M.G.; Monteserin, A.; Tang, J.; Yannibelli, V.

    2015-01-01

    This paper argues that combining social networks communication and games can positively influence the learning behavior of players. We propose a computational model that combines features of social network learning (communication) and game-based learning (strategy reinforcement). The focus is on

  9. Learning and Teaching Art: Through Social Media

    Science.gov (United States)

    Castro, Juan Carlos

    2012-01-01

    Social media practices are increasingly woven into the everyday lives of teens and adults, becoming a significant part of how they relate, know, and learn. In this article, I present findings from a design-based research study that explored how the dynamics of learning and teaching art shift through social media. Learning and teaching through…

  10. Message framing in social networking sites.

    Science.gov (United States)

    Kao, Danny Tengti; Chuang, Shih-Chieh; Wang, Sui-Min; Zhang, Lei

    2013-10-01

    Online social networking sites represent significant new opportunities for Internet advertisers. However, results based on the real world cannot be generalized to all virtual worlds. In this research, the moderating effects of need for cognition (NFC) and knowledge were applied to examine the impact of message framing on attitudes toward social networking sites. A total of 216 undergraduates participated in the study. Results reveal that for social networking sites, while high-NFC individuals form more favorable attitudes toward negatively framed messages than positively framed messages, low-NFC individuals form more favorable attitudes toward positively framed messages than negatively framed messages. In addition, low-knowledge individuals demonstrate more favorable attitudes toward negatively framed messages than positively framed messages; however, the framing effect does not differentially affect the attitudes of high-knowledge individuals. Furthermore, the framing effect does not differentially affect the attitudes of high-NFC individuals with high knowledge. In contrast, low-NFC individuals with low knowledge hold more favorable attitudes toward positively framed messages than negatively framed messages.

  11. Evolution of individual versus social learning on social networks.

    Science.gov (United States)

    Tamura, Kohei; Kobayashi, Yutaka; Ihara, Yasuo

    2015-03-06

    A number of studies have investigated the roles played by individual and social learning in cultural phenomena and the relative advantages of the two learning strategies in variable environments. Because social learning involves the acquisition of behaviours from others, its utility depends on the availability of 'cultural models' exhibiting adaptive behaviours. This indicates that social networks play an essential role in the evolution of learning. However, possible effects of social structure on the evolution of learning have not been fully explored. Here, we develop a mathematical model to explore the evolutionary dynamics of learning strategies on social networks. We first derive the condition under which social learners (SLs) are selectively favoured over individual learners in a broad range of social network. We then obtain an analytical approximation of the long-term average frequency of SLs in homogeneous networks, from which we specify the condition, in terms of three relatedness measures, for social structure to facilitate the long-term evolution of social learning. Finally, we evaluate our approximation by Monte Carlo simulations in complete graphs, regular random graphs and scale-free networks. We formally show that whether social structure favours the evolution of social learning is determined by the relative magnitudes of two effects of social structure: localization in competition, by which competition between learning strategies is evaded, and localization in cultural transmission, which slows down the spread of adaptive traits. In addition, our estimates of the relatedness measures suggest that social structure disfavours the evolution of social learning when selection is weak. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  12. Facebook, Twitter Activities Sites, Location and Students' Interest in Learning

    Science.gov (United States)

    Igbo, J. N.; Ezenwaji, Ifeyinwa; Ajuziogu, Christiana U.

    2018-01-01

    This study was carried out to ascertain the influence of social networking sites activities (twitter and Facebook) on secondary school students' interest in learning It also considered the impact of these social networking sites activities on location of the students. Two research questions and two null hypotheses guided the study. Mean and…

  13. Iterative perceptual learning for social behavior synthesis

    NARCIS (Netherlands)

    de Kok, I.A.; Poppe, Ronald Walter; Heylen, Dirk K.J.

    We introduce Iterative Perceptual Learning (IPL), a novel approach to learn computational models for social behavior synthesis from corpora of human–human interactions. IPL combines perceptual evaluation with iterative model refinement. Human observers rate the appropriateness of synthesized

  14. Iterative Perceptual Learning for Social Behavior Synthesis

    NARCIS (Netherlands)

    de Kok, I.A.; Poppe, Ronald Walter; Heylen, Dirk K.J.

    We introduce Iterative Perceptual Learning (IPL), a novel approach for learning computational models for social behavior synthesis from corpora of human-human interactions. The IPL approach combines perceptual evaluation with iterative model refinement. Human observers rate the appropriateness of

  15. The Imagined Audience on Social Network Sites

    Directory of Open Access Journals (Sweden)

    Eden Litt

    2016-02-01

    Full Text Available When people construct and share posts on social network sites like Facebook and Twitter, whom do they imagine as their audience? How do users describe this imagined audience? Do they have a sub-audience in mind (e.g., “friends who like reality television”? Do they share more broadly and abstractly (e.g., “the public”? Do such imaginings fluctuate each time a person posts? Using a mixed-methods approach involving a 2-month-long diary study of 119 diverse American adults and their 1,200 social network site posts, supplemented with follow-up interviews (N = 30, this study explores the imagined audience on social network sites. The findings reveal that even though users often interacted with large diverse audiences as they posted, they coped by envisioning either very broad abstract imagined audiences or more targeted specific imagined audiences composed of personal ties, professional ties, communal ties, and/or phantasmal ties. When people had target imagined audiences in mind, they were most often homogeneous and composed of people’s friends and family. Users’ imaginings typically fluctuated among these audience types as they posted even though the potential audience as per their posts’ privacy settings often did not change. The findings provide a list of audience types, as well as detailed descriptions, examples, and frequencies on which future research can build. With people’s online presence playing an important role for their reputations, these findings provide more insight into for whom people are managing their privacy and whom they have in mind as they share.

  16. Privacy policies for health social networking sites

    Science.gov (United States)

    Li, Jingquan

    2013-01-01

    Health social networking sites (HSNS), virtual communities where users connect with each other around common problems and share relevant health data, have been increasingly adopted by medical professionals and patients. The growing use of HSNS like Sermo and PatientsLikeMe has prompted public concerns about the risks that such online data-sharing platforms pose to the privacy and security of personal health data. This paper articulates a set of privacy risks introduced by social networking in health care and presents a practical example that demonstrates how the risks might be intrinsic to some HSNS. The aim of this study is to identify and sketch the policy implications of using HSNS and how policy makers and stakeholders should elaborate upon them to protect the privacy of online health data. PMID:23599228

  17. Privacy policies for health social networking sites.

    Science.gov (United States)

    Li, Jingquan

    2013-01-01

    Health social networking sites (HSNS), virtual communities where users connect with each other around common problems and share relevant health data, have been increasingly adopted by medical professionals and patients. The growing use of HSNS like Sermo and PatientsLikeMe has prompted public concerns about the risks that such online data-sharing platforms pose to the privacy and security of personal health data. This paper articulates a set of privacy risks introduced by social networking in health care and presents a practical example that demonstrates how the risks might be intrinsic to some HSNS. The aim of this study is to identify and sketch the policy implications of using HSNS and how policy makers and stakeholders should elaborate upon them to protect the privacy of online health data.

  18. Eastern Africa Social Science Research Review: Site Map

    African Journals Online (AJOL)

    Eastern Africa Social Science Research Review: Site Map. Journal Home > About the Journal > Eastern Africa Social Science Research Review: Site Map. Log in or Register to get access to full text downloads.

  19. Emotion homophily in social network site messages

    OpenAIRE

    Thelwall, Mike

    2010-01-01

    Social network sites (SNS) like MySpace seem to play a role in friendships and wider relationships for many people. Emotion expression can be important in relationship maintenance but little is known about the role of emotion in SNSs, other than positive comments being widespread in MySpace. But is emotion typically reciprocated, and do Friends express and/or receive similar levels of emotion expression to each other? Based upon an analysis of over two million MySpace public comments associat...

  20. Facilitation of social learning in teacher education: the ‘Dimensions of Social Learning Framework’

    NARCIS (Netherlands)

    de Laat, M.M.; Vrieling, E.; van den Beemt, A.A.J.; McDonald, J.; Cater-Steel, A.

    2017-01-01

    To understand the organization of social learning by groups in practice, this chapter elaborates on the use of a framework of dimensions and indicators to explore social learning within (prospective) teacher groups. The applied framework that we call the ‘Dimensions of Social Learning (DSL)

  1. Estrogenic involvement in social learning, social recognition and pathogen avoidance.

    Science.gov (United States)

    Choleris, Elena; Clipperton-Allen, Amy E; Phan, Anna; Valsecchi, Paola; Kavaliers, Martin

    2012-04-01

    Sociality comes with specific cognitive skills that allow the proper processing of information about others (social recognition), as well as of information originating from others (social learning). Because sociality and social interactions can also facilitate the spread of infection among individuals the ability to recognize and avoid pathogen threat is also essential. We review here various studies primarily from the rodent literature supporting estrogenic involvement in the regulation of social recognition, social learning (socially acquired food preferences and mate choice copying) and the recognition and avoidance of infected and potentially infected individuals. We consider both genomic and rapid estrogenic effects involving estrogen receptors α and β, and G-protein coupled estrogen receptor 1, along with their interactions with neuropeptide systems in the processing of social stimuli and the regulation and expression of these various socially relevant behaviors. Copyright © 2012 Elsevier Inc. All rights reserved.

  2. Exploring Educational and Cultural Adaptation through Social Networking Sites

    Science.gov (United States)

    Ryan, Sherry D.; Magro, Michael J.; Sharp, Jason H.

    2011-01-01

    Social networking sites have seen tremendous growth and are widely used around the world. Nevertheless, the use of social networking sites in educational contexts is an under explored area. This paper uses a qualitative methodology, autoethnography, to investigate how social networking sites, specifically Facebook[TM], can help first semester…

  3. Development of Social Learning in Infants and Young Children

    OpenAIRE

    Eydam, Angelique

    2017-01-01

    Social learning is one important way that children learn about the world. This thesis presents and discusses several current social learning theories, exploring how they explain different facets of social learning. In particular, I examined the naïve theory of rational action, the theory of natural pedagogy, the ideomotor approach to social and imitative learning, and the normative account of social learning. Each theory is reviewed on how it explains four facets of social learning: imitation...

  4. Limitless Learning: Assessing Social Media Use for Global Workplace Learning

    Science.gov (United States)

    Breunig, Karl Joachim

    2016-01-01

    Purpose: This empirical paper aims to assess how social media can foster workplace learning within a globally dispersed project environment. In general, there are few studies on the use of social media in organizations, and many of these emphasize on issues related to knowledge transfer. Although learning traditionally has been as acquisition of…

  5. Social investment in the globalising learning economy

    DEFF Research Database (Denmark)

    Lundvall, Bengt-Åke; Lorenz, Edward

    2011-01-01

    This paper demonstrates the importance of social investment and egalitarian distribution policy for reproducing the basis of a learning economy.......This paper demonstrates the importance of social investment and egalitarian distribution policy for reproducing the basis of a learning economy....

  6. Social network site addiction - an overview.

    Science.gov (United States)

    Andreassen, Cecilie Schou; Pallesen, Ståle

    2014-01-01

    Research into frequent, excessive, and compulsive social network activity has increased the last years, in which terms such as "social network site addiction" and "Facebook addiction" have been used interchangeably. The aim of this review is to offer more knowledge and better understanding of social network site addiction (SNS-addiction) among researchers as well as clinicians by presenting a narrative overview of the research field in terms of definition, measurement, antecedents, consequences, and treatment as well as recommendations for future research efforts. Seven different measures of SNS-addiction have been developed, although they have to a very little extent been validated against each other. The small number of studies conducted so far on this topic suggests that SNS-addiction is associated with health-related, academic, and interpersonal problems/issues. However such studies have relied on a simple cross-sectional study design. It is therefore hard to draw any conclusions about potential causality and long-term effects at this point, beyond hypothetical speculations. Empirical studies suggest that SNS-addiction is caused by dispositional factors (e.g., personality, needs, self-esteem), although relevant explanatory socio-cultural and behavioral reinforcement factors remain to be empirically explored. No well-documented treatment for SNS-addiction exists, but knowledge gained from Internet addiction treatment approaches might be transferable to SNS-addiction. Overall, the research on this topic is in its infancy, and as such the SNS-addiction construct needs further conceptual and empirical exploration. There is a great demand for studies using careful longitudinal designs and studies which include objective measures of both behavior and health based on broad representative samples.

  7. USER PERCEPTION TOWARDS SOCIAL NETWORKING SITES - AN ANALYTICAL APPROACH

    OpenAIRE

    Dr. S. Shanmugapriya; A. Kokila

    2017-01-01

    A social networking site (SNS) or social media is an online platform that people use to build social networks or social relations with other people who share similar personal or career interests, activities, backgrounds or real-life connections. The advent of Social Networking sites and its resources have revolutionized the communication and social relation world. This paper aims to assess the user perception towards SNS like Facebook, Twitter and LinkedIn. In the study data was obtained thro...

  8. Social Media and Social Networking Applications for Teaching and Learning

    Science.gov (United States)

    Yeo, Michelle Mei Ling

    2014-01-01

    This paper aims to better understand the experiences of the youth and the educators with the tapping of social media like YouTube videos and the social networking application of Facebook for teaching and learning. This paper is interested in appropriating the benefits of leveraging of social media and networking applications like YouTube and…

  9. The Effects of Integrating Social Learning Environment with Online Learning

    Science.gov (United States)

    Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela

    2017-01-01

    The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…

  10. Company learning about corporate social responsibility

    NARCIS (Netherlands)

    Cramer, J.M.

    2005-01-01

    This article analyses the learning experiences gained by 19 Dutch companies when implementing the concept of corporate social responsibility in their own business practices. It is concluded that learning processes took place at individual level and, in certain cases, at group level. Learning at

  11. HOW DO STUDENTS SELECT SOCIAL NETWORKING SITES? AN ANALYTIC HIERARCHY PROCESS (AHP MODEL

    Directory of Open Access Journals (Sweden)

    Chun Meng Tang

    2015-12-01

    Full Text Available Social networking sites are popular among university students, and students today are indeed spoiled for choice. New emerging social networking sites sprout up amid popular sites, while some existing ones die out. Given the choice of so many social networking sites, how do students decide which one they will sign up for and stay on as an active user? The answer to this question is of interest to social networking site designers and marketers. The market of social networking sites is highly competitive. To maintain the current user base and continue to attract new users, how should social networking sites design their sites? Marketers spend a fairly large percent of their marketing budget on social media marketing. To formulate an effective social media strategy, how much do marketers understand the users of social networking sites? Learning from website evaluation studies, this study intends to provide some answers to these questions by examining how university students decide between two popular social networking sites, Facebook and Twitter. We first developed an analytic hierarchy process (AHP model of four main selection criteria and 12 sub-criteria, and then administered a questionnaire to a group of university students attending a course at a Malaysian university. AHP analyses of the responses from 12 respondents provided an insight into the decision-making process involved in students’ selection of social networking sites. It seemed that of the four main criteria, privacy was the top concern, followed by functionality, usability, and content. The sub-criteria that were of key concern to the students were apps, revenue-generating opportunities, ease of use, and information security. Between Facebook and Twitter, the students thought that Facebook was the better choice. This information is useful for social networking site designers to design sites that are more relevant to their users’ needs, and for marketers to craft more effective

  12. Social Contact in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Heilesen, Simon

    2013-01-01

    A common question is whether technology will replace social contact. In this article it is argued that it will not, provided that we learn to use the characteristics of new media constructively in designing for learning. The term “social”, in this context is taken to mean “purposeful communication......” and not “recreational socializing” (even if socializing may indeed facilitate learning)...

  13. On the Rapid Rise of Social Networking Sites: New Findings and Policy Implications

    Science.gov (United States)

    Livingstone, Sonia; Brake, David R

    2010-01-01

    Social networking sites have been rapidly adopted by children and, especially, teenagers and young people worldwide, enabling new opportunities for the presentation of the self, learning, construction of a wide circle of relationships, and the management of privacy and intimacy. On the other hand, there are also concerns that social networking…

  14. Exploring the Potential of Social Network Sites in Relation to Intercultural Communication

    Science.gov (United States)

    Lang, Anouk

    2012-01-01

    This article reports on the results of a project which used a social network site to support students on a year abroad and foster informal learning, particularly in the area of intercultural communication. The project employed a peer-mentoring structure to solve the problem of role conflict, in which users of these sites may feel some tension as…

  15. Social networking sites: a clinical dilemma?

    Science.gov (United States)

    Maughan, Daniel Lawrence; Economou, Alexis

    2015-02-01

    Social networking sites (SNS) are having an increasing influence on patients' lives and doctors are far from certain about how to deal with this new challenge. In our literature search, we could find no research on how doctors could engage positively with SNS to improve patient outcomes or create more patient-led care. We need to acknowledge the fact that a review of a patient's SNS page has the potential to enhance assessment and management, particularly where a corroborant history is hard to attain. As doctors, we need to think clearly about how to adapt our practice in light of this new form of communication; in particular, whether there is a case for engaging with SNS to improve patient care. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  16. Malaysian Users’ Perception towards Facebook as a Social Networking Site

    OpenAIRE

    Ahasanul Haque; Abdullah Sarwar; Farzana Yasmin

    2013-01-01

    Social network sites constitute a rapidly growing phenomenon. Thus, understanding users perception toward social network sites become essential. Realizing this present needs, this study strives to determine the user’s perception towards Facebook in Malaysia. This paper commences by examining the relevance of the privacy, features, sharing social information, and accessibility provided by the social network sites. A self-administered questionnaire survey was conducted. A convenience sampling m...

  17. Factors for Successful Use of Social Networking Sites in Higher Education

    Directory of Open Access Journals (Sweden)

    L Schlenkrich

    2012-09-01

    Full Text Available Social networking sites are extremely popular online destinations that offer users easy ways to build and maintain relationships with each other, and to disseminate information in an activity referred to as social networking. Students, lecturers, teachers, parents and businesses, in increasing numbers, use tools available on social networking sites to communicate with each other in a fast and cost-effective manner. The use of social networking sites to support educational initiatives has received much attention. However, the full potential of social network sites has yet to be achieved as users continue to strive for optimal ways of using these sites, as well as battle to overcome the negative characteristics (for example, privacy, security, governance, user behaviour, information quality of these sites. This paper proposes factors for successful use of social networking sites in higher educational institutions. These success factors need to be adopted by users in order to develop the positive aspects of social networking, while at the same time mitigating the negative characteristics. An initial set of factors for successful use of social networking sites, as well as measures to test successful use of social networking sites were derived from the literature. These factors were tested by means of an online survey of students at a university, the results of which informed the final factors for successful use of social networking sites. The factors enable users to overcome the negative characteristics associated with social networking sites. If used successfully, social networking sites can offer lecturers and students a useful tool with which to develop their relationship and contribute to their learning experience.

  18. The evolutionary basis of human social learning.

    Science.gov (United States)

    Morgan, T J H; Rendell, L E; Ehn, M; Hoppitt, W; Laland, K N

    2012-02-22

    Humans are characterized by an extreme dependence on culturally transmitted information. Such dependence requires the complex integration of social and asocial information to generate effective learning and decision making. Recent formal theory predicts that natural selection should favour adaptive learning strategies, but relevant empirical work is scarce and rarely examines multiple strategies or tasks. We tested nine hypotheses derived from theoretical models, running a series of experiments investigating factors affecting when and how humans use social information, and whether such behaviour is adaptive, across several computer-based tasks. The number of demonstrators, consensus among demonstrators, confidence of subjects, task difficulty, number of sessions, cost of asocial learning, subject performance and demonstrator performance all influenced subjects' use of social information, and did so adaptively. Our analysis provides strong support for the hypothesis that human social learning is regulated by adaptive learning rules.

  19. Using Social Learning Methodologies in Higher Education

    Directory of Open Access Journals (Sweden)

    María-Estrella Sousa-Vieira

    2015-05-01

    Full Text Available It is commonly accepted that contemporary cohorts of students witness and experience the benefits of information technologies in their learning processes. The so-called ``digital natives'' acquire, as a consequence of their early exposure to these technologies, different patterns of work, distinct attention conducts, new learning preferences and, generally, better skills for learning and working within rich online social contexts. So, it seems reasonable that the traditional education systems evolve and shape their practice to leverage those new patterns. Despite the fact that online social networks (OSNs are widely recognized as a powerful tool for adding a new social dimension to the learning management systems (LMSs, OSNs do not fully integrate the specific features of the learning process yet and LMSs do not exploit the advantages of an active social environment for reinforcing the learning experience. We report in this paper the design, development and use of a software platform which enlarges and adapts the basic features of an OSN in order to be useful for very general learning environments. The software allows the creation, assessment and reporting of a range of collaborative activities based on social interactions among the students, and offers a reward mechanism by means of ranking and reputation. We argue that this approach is helpful in increasing the students' motivation, besides improving the learning experience and performance. The software has been tested in an undergraduate course about computer networks. Different tests confirm that the impact on learning success is statistically significant and positive.

  20. Social networking sites and older users - a systematic review

    OpenAIRE

    Nef, Tobias; Ganea, Raluca L.; Müri, René M.; Mosimann, Urs P.

    2017-01-01

    BACKGROUND Social networking sites can be beneficial for senior citizens to promote social participation and to enhance intergenerational communication. Particularly for older adults with impaired mobility, social networking sites can help them to connect with family members and other active social networking users. The aim of this systematic review is to give an overview of existing scientific literature on social networking in older users. METHODS Computerized databases were sea...

  1. Social Networking Web Sites as a Tool for Student Transitions: Purposive Use of Social Networking Web Sites for the First-Year Experience

    Science.gov (United States)

    Nalbone, David P.; Kovach, Ronald J.; Fish, Jessica N.; McCoy, Kelsey M.; Jones, Kathryn E.; Wright, Hillary Rawlings

    2016-01-01

    The current study investigated the potential role that social networking Web sites (e.g., Facebook) played in creating both actual and virtual learning communities within the first-year seminar. Researchers conducted a 2-year longitudinal study to assess whether students who were connected within a university-founded virtual network persisted in…

  2. Social Media as Avenue for Personal Learning for Educators: Personal Learning Networks Encourage Application of Knowledge and Skills

    Science.gov (United States)

    Eller, Linda S.

    2012-01-01

    Social media sites furnish an online space for a community of practice to create relationships and trust, collaboration and connections, and a personal learning environment. Social networking sites, both public and private, have common elements: member profiles, groups, discussions, and forums. A community of practice brings participants together…

  3. Students’ Motivations for Social Media Enhanced Studying and Learning

    Directory of Open Access Journals (Sweden)

    Kirsi Silius

    2010-03-01

    Full Text Available Solutions of social media enhanced learning are widely studied in Hypermedia Laboratory at Tampere University of Technology (TUT. In recent years Web 2.0 based social media services (e.g., Facebook®, LinkedIn®, Last.fm®, etc. have become popular, especially among young people. Based on this phenomenon TUT Hypermedia researchers have developed a social networking site for TUT freshmen aiming to provide convenient tools for interaction and study support. The first idea was to offer a free-of-charge social web site in the context of learning Basic Engineering Mathematics at TUT. This was thought to be an efficient tool to get new students studies off to a good start as mathematics courses play a significant role. However, the prediction failed, which caused us to study students‟ motivations for social network site usage in the study context. This paper describes research conducted in 2009. Moreover, a description of subsequent measures accomplished (e.g., web site development and social network analysis at TUT is included.

  4. Social Innovation and Collaborative Learning

    DEFF Research Database (Denmark)

    Lundgaard Andersen, Linda; Hulgård, Lars

    Departing from a brief state of the art on social entrepreneurship in Denmark sketching out how social entrepreneurship and social innovation is introduced referring to partly a more classical approach to entrepreneurship and innovation and partly referring to a specific Danish tradition for social...... development and local participation in welfare production this presentation draws upon a number of case studies on young social economy organizations. These organizations seek to gain ground as social enterprises delivering social services in partnerships with the civic society and sometimes also a number...... of public bodies. Hereby they embody the new arenas of social entrepreneurship that has entered the Danish policy and practical arena in the forms of hybrid types of social service provision in the area of social enterprise and social entrepreneurship. Based on these case studies it is suggested...

  5. Edmodo social learning network for elementary school mathematics learning

    Science.gov (United States)

    Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

    2017-12-01

    A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

  6. Legal Risks for Students Using Social Networking Sites

    Science.gov (United States)

    Henderson, Michael; de Zwart, Melissa; Lindsay, David; Phillips, Michael

    2010-01-01

    There are significant privacy, intellectual property, copyright and disclosure risks associated with the ill-considered use of social networking sites, however, the implementation of regulatory actions may also undermine the social and emerging educational utility of social networking sites for young people. Inevitably the burden of dealing with…

  7. Learning of Teaching in the Professional Socialization in Physical Education

    Directory of Open Access Journals (Sweden)

    Samuel de Souza Neto

    2017-05-01

    Full Text Available Abstract AIMS to investigate how the professional socialization happens through teacher education. METHODS a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and deepen the collected information. Two Physical Education teachers with different stories of personal and professional development participated in this study. Through content analysis the data was organized in themes: the cultural capital and the learning of teaching, as a social, spatial and temporal process; a cognitive, plural and heterogenic process and a human, moral and relational process. RESULTS life settings can be viewed as the building scaffoldings of a professional socialization with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions. In this process of successive socializations, teachers build their professional identity, valuing social interactions in the environments they inhabit. In this study, practice was viewed as a site for training, the production of knowledge, and professional socialization in the acquisition of cultural capital. The knowledge of teachers was conceived as having a social nature, bringing underlying sources of acquisition associated with the family, school, and university because they decisively contribute to the structure of the educational practice. CONCLUSION the professional socialization is a dynamic process which involves not only the learning, but the acquisition of a professional ethos and, mainly, a teacher's identity and a base of knowledge that support the social interaction and the teaching culture in the activities and individual socialization in the habitus perspective.

  8. Enhancing social skills through cooperative learning

    Directory of Open Access Journals (Sweden)

    M J Booysen

    2008-04-01

    Full Text Available The National Curriculum Statement of South Africa envisages qualified and competent teachers to deal with the diversity of learners and their needs in the classroom. One of the needs refers to all learners (Gr R-12 who need to acquire the necessary social skills to enable them to work effectively with others as members of a team, group, organization and community. These skills refer inter alia to: learning to work with others, listening to others, giving attention, asking clarifying questions, learning how to evaluate, and to praise others, handling conflict, reflecting on group work and allowing all group members to participate. The most obvious place to deal purposefully with the development of social skills is the classroom. This implies that alternative ways and methods of teaching must be introduced to develop the necessary social skills. This article reports on the findings obtained from a combined quantitative and qualitative study that set out to determine the levels of social competence achieved by a group of Grade 2 learners, and the possible association of a cooperative teaching and learning intervention programme for enhancing the social skills of these learners. The results revealed the latent potential of cooperative learning to enhance the social skills of Grade 2 learners. The significance of this research lies in the contribution it makes to establish the social competence of a group of Grade 2 learners and to determine the possibilities for enhancing their social skills through cooperative learning.

  9. Social Software: Participants' Experience Using Social Networking for Learning

    Science.gov (United States)

    Batchelder, Cecil W.

    2010-01-01

    Social networking tools used in learning provides instructional design with tools for transformative change in education. This study focused on defining the meanings and essences of social networking through the lived common experiences of 7 college students. The problem of the study was a lack of learner voice in understanding the value of social…

  10. Development and application of social learning theory.

    Science.gov (United States)

    Price, V; Archbold, J

    This article traces the development of social learning theory over the last 30 years, relating the developments to clinical nursing practice. Particular attention is focused on the contribution of Albert Bandura, the American psychologist, and his work on modelling.

  11. Who Knows? Metacognitive Social Learning Strategies.

    Science.gov (United States)

    Heyes, Cecilia

    2016-03-01

    To make good use of learning from others (social learning), we need to learn from the right others; from agents who know better than we do. Research on social learning strategies (SLSs) has identified rules that focus social learning on the right agents, and has shown that the behaviour of many animals conforms to these rules. However, it has not asked what the rules are made of, that is, about the cognitive processes implementing SLSs. Here, I suggest that most SLSs depend on domain-general, sensorimotor processes. However, some SLSs have the characteristics tacitly ascribed to all of them. These metacognitive SLSs represent 'who knows' in a conscious, reportable way, and have the power to promote cultural evolution. Copyright © 2015 Elsevier Ltd. All rights reserved.

  12. Online social network sites and social capital: a case of facebook

    OpenAIRE

    Naseri, Samaneh

    2017-01-01

    The present study is a theoretical and literary review of online social network sites and their impact on social capital. In this review, the Facebook is selected as one popular and important online social networking site in the world today. To This end, first two main concepts of social capital, bridging and bonding social capital has been provided. Next, the concept of online social networks and the impact of FB on social networks are discussed.

  13. RECRUITMENT PROCESS IN MNC'S THROUGH SOCIAL MEDIA SITES - A STUDY

    OpenAIRE

    Dr. B. L. Sairam Subramaniam; B. Naveen Kumar

    2017-01-01

    Many organizations are carrying out recruitment process by using social media networking sites. Social networking sites are used to facilitate and improve process of recruitment method in HR management. Social networking sites address the needs of employers and job-seekers via internetworking on electronic platform likes face book, twitter, LinkedIn, naukri.com, and monster.com which increase the speed of employment, reducing the cost of recruitment, huge availability of jobseekers and improv...

  14. Impact of Social Networking Sites in Bangladesh: Few Possible Solutions

    OpenAIRE

    Md. Omar Faruq; Alim-Al-Reza; Md. Mahbubur Rahman; Mohammad Raisul Alam

    2017-01-01

    Bangladesh is a developing country. But in few recent years this country is going to be turned as digitalized. The first condition of being digitalization is the whole communication system of the country have to be developed tremendously. If we notice about the communication system, then Social Networking Sites can be a platform of revolution. This study is based on the perspective of Bangladesh on Social Networking Sites(SNS). In Bangladesh, Social Networking Sites ar...

  15. Social learning in humans and other animals.

    Directory of Open Access Journals (Sweden)

    Jean-François eGariépy

    2014-03-01

    Full Text Available Decisions made by individuals can be influenced by what others think and do. Social learning includes a wide array of behaviors such as imitation, observational learning of novel foraging techniques, peer or parental influences on individual preferences, as well as outright teaching. These processes are believed to underlie an important part of cultural variation among human populations and may also explain intraspecific variation in behavior between geographically distinct populations of animals. Recent neurobiological studies have begun to uncover the neural basis of social learning. Here we review experimental evidence from the past few decades showing that social learning is a widespread set of skills present in multiple animal species. In mammals, the temporoparietal junction, the dorsomedial and dorsolateral prefrontal cortex, as well as the anterior cingulate gyrus, appear to play critical roles in social learning. Birds, fish and insects also learn from others, but the underlying neural mechanisms remain poorly understood. We discuss the evolutionary implications of these findings and highlight the importance of emerging animal models that permit precise modification of neural circuit function for elucidating the neural basis of social learning.

  16. Functionality for learning networks: lessons learned from social web applications

    NARCIS (Netherlands)

    Berlanga, Adriana; Sloep, Peter; Brouns, Francis; Van Rosmalen, Peter; Bitter-Rijpkema, Marlies; Koper, Rob

    2007-01-01

    Berlanga, A. J., Sloep, P., Brouns, F., Van Rosmalen, P., Bitter-Rijpkema, M., & Koper, R. (2007). Functionality for learning networks: lessons learned from social web applications. Proceedings of the ePortfolio 2007 Conference. October, 18-19, 2007, Maastricht, The Netherlands. [See also

  17. Identity, Language Learning, and Social Change

    Science.gov (United States)

    Norton, Bonny; Toohey, Kelleen

    2011-01-01

    In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and…

  18. Autonomous Learning from a Social Cognitive Perspective

    Science.gov (United States)

    Ponton, Michael K.; Rhea, Nancy E.

    2006-01-01

    The current perspective of autonomous learning defines it as the agentive exhibition of resourcefulness, initiative, and persistence in self-directed learning. As a form of human agency, it has been argued in the literature that this perspective should be consistent with Bandura's (1986) Social Cognitive Theory (SCT). The purpose of this article…

  19. Wittgenstein, Social Views and Intransitive Learning

    Science.gov (United States)

    Bøyum, Steinar

    2013-01-01

    Wittgenstein often refers to matters of learning, and there have been efforts to extract a social conception of learning from his writings. In the first half of this article, I look at three such efforts, those of Meredith Williams, Christopher Winch, and David Bakhurst, and I say why I think these efforts fail. As I go on to argue, though, there…

  20. Social learning research in ecological economics

    NARCIS (Netherlands)

    Siebenhüner, Bernd; Rodela, Romina; Ecker, Franz

    2016-01-01

    Social learning studies emerged as part of the ecological economics research agenda rather recently. Questions of how human societies and organisations learn and transition on the basis of environmental knowledge relate to the core ideas of ecological economics with its pluralistic understanding

  1. Teaching and Learning Social Justice through Online Service-Learning Courses

    Directory of Open Access Journals (Sweden)

    Kathy L. Guthrie

    2010-10-01

    Full Text Available Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.

  2. Elements of Social Learning Supporting Transformative Change

    African Journals Online (AJOL)

    sound, ontologically congruent methodology to support their social-learning ..... role in strengthening democratisation of the decision-making of the participants. ... powers of the contextual social structures and cultural systems (Lindley, 2014). ... participatory practice in integrated water resource management in South Africa.

  3. Frameworks for Understanding the Nature of Interactions, Networking, and Community in a Social Networking Site for Academic Practice

    Science.gov (United States)

    Conole, Grainne; Galley, Rebecca; Culver, Juliette

    2011-01-01

    This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and…

  4. Social Networks: Rational Learning and Information Aggregation

    Science.gov (United States)

    2009-09-01

    predecessor, Gale and Kariv (2003) who generalize the payoff equalization result of Bala and Goyal (1998) in connected social networks (discussed below...requires more notation. Using Bayes’ Rule and the assumption of equal priors on the state θ, we have that the social belief given by observing... Social Networks: Rational Learning and Information Aggregation by Ilan Lobel B.Sc., Pontif́ıcia Universidade Católica do Rio de Janeiro (2004

  5. The Influence of Social Networking Sites on High School Students' Social and Academic Development

    Science.gov (United States)

    Ahn, June

    2010-01-01

    This dissertation examines the effects of social network sites on youth social and academic development. First, I provide a critical analysis of the extant research literature surrounding social network sites and youth. I merge scholarly thought in the areas of Internet studies, digital divides, social capital theory, psychological well-being,…

  6. Statistical learning in social action contexts.

    Science.gov (United States)

    Monroy, Claire; Meyer, Marlene; Gerson, Sarah; Hunnius, Sabine

    2017-01-01

    Sensitivity to the regularities and structure contained within sequential, goal-directed actions is an important building block for generating expectations about the actions we observe. Until now, research on statistical learning for actions has solely focused on individual action sequences, but many actions in daily life involve multiple actors in various interaction contexts. The current study is the first to investigate the role of statistical learning in tracking regularities between actions performed by different actors, and whether the social context characterizing their interaction influences learning. That is, are observers more likely to track regularities across actors if they are perceived as acting jointly as opposed to in parallel? We tested adults and toddlers to explore whether social context guides statistical learning and-if so-whether it does so from early in development. In a between-subjects eye-tracking experiment, participants were primed with a social context cue between two actors who either shared a goal of playing together ('Joint' condition) or stated the intention to act alone ('Parallel' condition). In subsequent videos, the actors performed sequential actions in which, for certain action pairs, the first actor's action reliably predicted the second actor's action. We analyzed predictive eye movements to upcoming actions as a measure of learning, and found that both adults and toddlers learned the statistical regularities across actors when their actions caused an effect. Further, adults with high statistical learning performance were sensitive to social context: those who observed actors with a shared goal were more likely to correctly predict upcoming actions. In contrast, there was no effect of social context in the toddler group, regardless of learning performance. These findings shed light on how adults and toddlers perceive statistical regularities across actors depending on the nature of the observed social situation and the

  7. Exploring the Peer Interaction Effects on Learning Achievement in a Social Learning Platform Based on Social Network Analysis

    Science.gov (United States)

    Lin, Yu-Tzu; Chen, Ming-Puu; Chang, Chia-Hu; Chang, Pu-Chen

    2017-01-01

    The benefits of social learning have been recognized by existing research. To explore knowledge distribution in social learning and its effects on learning achievement, we developed a social learning platform and explored students' behaviors of peer interactions by the proposed algorithms based on social network analysis. An empirical study was…

  8. The moderating role of attachment anxiety on social network site use intensity and social capital.

    Science.gov (United States)

    Liu, Haihua; Shi, Junqi; Liu, Yihao; Sheng, Zitong

    2013-02-01

    This study examined the moderating role of attachment anxiety on the relationship between intensity of social network site use and bridging, bonding, and maintained social capital. Data from 322 undergraduate Chinese students were collected. Hierarchical regression analyses showed positive relationships between online intensity of social network site use and the three types of social capital. Moreover, attachment anxiety moderated the effect of intensity of social network site use on social capital. Specifically, for students with lower attachment anxiety, the relationships between intensity of social network site use and bonding and bridging social capital were stronger than those with higher attachment anxiety. The result suggested that social network sites cannot improve highly anxiously attached individuals' social capital effectively; they may need more face-to-face communications.

  9. Potential of Social Networking Sites for Distance Education Student Engagement

    Science.gov (United States)

    Lester, Jaime; Perini, Michael

    2010-01-01

    This chapter explores the potential of social networking sites for increasing student engagement for distance education learners. The authors present a modified student engagement model with a focus on the integration of technology, specifically social networking sites for community college distance education learners. The chapter concludes with…

  10. Living memorials project: year 1 social and site assessment

    Science.gov (United States)

    Erika S. Svendsen; Lindsay K. Campbell

    2005-01-01

    The Living Memorials Project (LMP) social and site assessment identified more than 200 public open spaces created, used, or enhanced in memory of the tragic events of September 11, 2001 (9-11). A national registry of these sites is available for viewing and updating online. Researchers interviewed 100 community groups using social ecology methods of observation,...

  11. Examining the Presence of Social Media on University Web Sites

    Science.gov (United States)

    Greenwood, Grant

    2012-01-01

    Over the past few years, social networking has exploded into a massive medium that has captured the attention of a large portion of the American population. The ever-growing social networking site(s) (SNS) movement has filled a networking gap and thus, has presented higher education institutions with unique opportunities (Reid 2009) to further…

  12. The Educational Use of Social Media Sites by Pharmacy Students

    Science.gov (United States)

    St. Onge, Erin L.; Hoehn, Katie

    2015-01-01

    Social media sites are widely used among professional students and may offer an alternative means of communication for professors to utilize within their courses. Social media site usage has been characterized within healthcare education, however, data is lacking on its use within pharmacy programs. The purpose of this study was to evaluate social…

  13. "Social Learning" Buzz Masks Deeper Dimensions: Mitigating the Confusion Surrounding "Social Learning"

    Science.gov (United States)

    Ganis, Frank

    2009-01-01

    There is a century of rich literature on social learning from the fields of education, psychology, and sociology characterizing a wide variety of practical applications such as instructional techniques, consumer behavior conditioning and determining criminal motives. In social learning theory, according to Bandura, there are four fundamental…

  14. Threshold Learning Dynamics in Social Networks

    Science.gov (United States)

    González-Avella, Juan Carlos; Eguíluz, Victor M.; Marsili, Matteo; Vega-Redondo, Fernado; San Miguel, Maxi

    2011-01-01

    Social learning is defined as the ability of a population to aggregate information, a process which must crucially depend on the mechanisms of social interaction. Consumers choosing which product to buy, or voters deciding which option to take with respect to an important issue, typically confront external signals to the information gathered from their contacts. Economic models typically predict that correct social learning occurs in large populations unless some individuals display unbounded influence. We challenge this conclusion by showing that an intuitive threshold process of individual adjustment does not always lead to such social learning. We find, specifically, that three generic regimes exist separated by sharp discontinuous transitions. And only in one of them, where the threshold is within a suitable intermediate range, the population learns the correct information. In the other two, where the threshold is either too high or too low, the system either freezes or enters into persistent flux, respectively. These regimes are generally observed in different social networks (both complex or regular), but limited interaction is found to promote correct learning by enlarging the parameter region where it occurs. PMID:21637714

  15. International Schools as Sites of Social Change

    Science.gov (United States)

    Dunne, Sandra; Edwards, Julie

    2010-01-01

    This article examines the potential of international schools to act as agents of social transformation in developing countries. The method comprises a case study at two international schools in the Philippines. The case study explored ways in which schools foster host-national students' sense of social responsibility, particularly through…

  16. Profiles of social networking sites users in the Netherlands

    NARCIS (Netherlands)

    Constantinides, Efthymios; Alarcón del Amo, Maria del Carmen; Lorenzo Romero, Carlota

    2010-01-01

    Online social networking has become a reality and integral part of the daily personal, social and business life. The extraordinary increase of the user numbers of Social Networking Sites (SNS) and the rampant creation of online communities presents businesses with many challenges and opportunities.

  17. Understanding willingness to pay for social network sites

    NARCIS (Netherlands)

    Vock, M.; van Dolen, W.; de Ruyter, K.

    2013-01-01

    The authors investigate how perceived customer value can be translated into economic returns for online social network sites (SNS). The (joint) impact of two value propositions, social capital and entitativity, is assessed. Perceived economic and social customer value are investigated as outcomes of

  18. The role of social networking sites in early adolescents’ social life

    NARCIS (Netherlands)

    Antheunis, M.L.; Schouten, A.P.; Krahmer, E.J.

    2016-01-01

    The aim of this study was to examine the role of social networking sites (SNSs) in early adolescents’ social lives. First, we investigated the relation between SNS use and several aspects of early adolescents’ social lives (i.e., friendship quality, bridging social capital, and bonding social

  19. The Role of Social Networking Sites in Early Adolescents' Social Lives

    Science.gov (United States)

    Antheunis, Marjolijn L.; Schouten, Alexander P.; Krahmer, Emiel

    2016-01-01

    The aim of this study was to examine the role of social networking sites (SNSs) in early adolescents' social lives. First, we investigated the relation between SNS use and several aspects of early adolescents' social lives (i.e., friendship quality, bridging social capital, and bonding social capital). Second, we examined whether there are…

  20. Social support and child protection: Lessons learned and learning.

    Science.gov (United States)

    Thompson, Ross A

    2015-03-01

    Social support has been a topic of research for nearly 50 years, and its applications to prevention and intervention have grown significantly, including programs advancing child protection. This article summarizes the central conclusions of the 1994 review of research on social support and the prevention of child maltreatment prepared for the U.S. Advisory Board on Child Abuse and Neglect, and surveys advances in the field since its publication. Among the lessons learned twenty years ago are (a) the diversity of the social support needs of at-risk families and their association with child endangerment, (b) the need to supplement the emotionally affirmative aspects of social support with efforts to socialize parenting practices and monitor child well-being, (c) the desirability of integrating formal and informal sources of social support for recipients, and (d) the importance of considering the complex recipient reactions to receiving support from others. The lessons we are now learning derive from research exploring the potential of online communication to enhance social support, the neurobiology of stress and its buffering through social support, and the lessons of evaluation research that are identifying the effective ingredients of social support interventions. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. Reflections of Students' Language Usage in Social Networking Sites: Making or Marring Academic English

    Science.gov (United States)

    Thurairaj, Saraswathy; Hoon, Er Pek; Roy, Swagata Sinha; Fong, Pok Wei

    2015-01-01

    Social networking sites (SNSs) have become a major form of communication in today's day and age whereby language use has been impacted in various areas especially in that of learning and teaching. Young users use literally half their week engaging in SNSs communication, thereby giving rise to a brand of internet slang which is entirely their own.…

  2. Monitoring REDD+: From Social Safeguards to Social Learning

    Science.gov (United States)

    Ravikumar, A.; Andersson, K.

    2010-12-01

    Krister Andersson 1 and Ashwin Ravikumar 1 The UNFCCC requires countries that participate in the REDD+ (Reducing Emissions from Deforestation and Forest Degradation in Developing Countries) program to monitor both forest carbon inventories as well as the governance of REDD+ activities and their social consequences. Exactly how this should be done, however, remains an open question. This paper addresses this question by drawing on existing research on social-ecological systems and new institutional economics. We make the case for a monitoring system that goes beyond a narrow focus of qualitative indicators of REDD+ governance that seek to provide social safeguards for international investors to create a more comprehensive monitoring system that is useful for social learning about how policies affect a variety of forest outcomes. We describe the defining characteristics of five existing approaches to monitoring REDD+ governance. Applying evaluative criteria of affordability, comprehensiveness, transparency, uncertainty specification, and explanatory potential, we analyze the extent to which each of the programs contribute to broader social learning processes in participating countries. Our analysis finds that it makes sense to move from the current narrow focus of monitoring for control to monitoring for social learning. Particularly valuable to participating REDD+ actors would be the creation of learning systems that can help policy makers to identify opportunities for policy improvements, with the ultimate goal of making REDD+ more effective, efficient, and equitable. Such learning is not possible, however, without timely and systematic collection of data on the relationships between forests and forest users. 1University of Colorado at Boulder, Environmental Studies Program, Boulder, CO 80309-0397

  3. Social Influence as Reinforcement Learning

    Science.gov (United States)

    2016-01-13

    a brain region associated with motivation and reward learning. Further, individuals’ level of striatal activity in response to consensus tracks...experiment. Economics Letters, 2001. 71(3): p. 397-404. 14. Ledyard, J., Public goods: A survey of experimental research. Pub Econ , 1994.

  4. Conversation Analysis on Social Networking Sites

    OpenAIRE

    Belkaroui , Rami; Faiz , Rim; Elkhlifi , Aymen

    2014-01-01

    International audience; With the explosion of Web 2.0, people are becoming more communicative through expansion of services and multi-platform applications such as microblogs, forums and social networks which establishes social and collabora-tive backgrounds. These services can be seen as very large information repository containing millions of text messages usually organized into complex networks involving users interacting with each other at specific times. Several works focused only to ret...

  5. Finding Influential Users in Social Media Using Association Rule Learning

    Directory of Open Access Journals (Sweden)

    Fredrik Erlandsson

    2016-04-01

    Full Text Available Influential users play an important role in online social networks since users tend to have an impact on one other. Therefore, the proposed work analyzes users and their behavior in order to identify influential users and predict user participation. Normally, the success of a social media site is dependent on the activity level of the participating users. For both online social networking sites and individual users, it is of interest to find out if a topic will be interesting or not. In this article, we propose association learning to detect relationships between users. In order to verify the findings, several experiments were executed based on social network analysis, in which the most influential users identified from association rule learning were compared to the results from Degree Centrality and Page Rank Centrality. The results clearly indicate that it is possible to identify the most influential users using association rule learning. In addition, the results also indicate a lower execution time compared to state-of-the-art methods.

  6. Blackboxing: social learning strategies and cultural evolution.

    Science.gov (United States)

    Heyes, Cecilia

    2016-05-05

    Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions aboutwhenthey should copy other agents, andwhothey should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the 'phenotypic gambit'; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this 'blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the 'social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are 'planetary'--they depend on domain-general cognitive processes--some SLSs, found only in humans, are 'cook-like'--they depend on explicit, metacognitive rules, such ascopy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. © 2016 The Author(s).

  7. Blackboxing: social learning strategies and cultural evolution

    Science.gov (United States)

    Heyes, Cecilia

    2016-01-01

    Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions about when they should copy other agents, and who they should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the ‘phenotypic gambit’; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this ‘blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the ‘social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are ‘planetary'—they depend on domain-general cognitive processes—some SLSs, found only in humans, are ‘cook-like'—they depend on explicit, metacognitive rules, such as copy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. PMID:27069046

  8. Review of Social Networking Sites' Security and Privacy

    OpenAIRE

    YANG, SHUN

    2015-01-01

    Nowadays social media networking has dramatically increased. Social networking sites like Facebook make users create huge amount of profiles and share personal information within networking of different users. Social networking exposes personal information far beyond the group of friends. And that information or data on social media networking could be potential threat to people's information security and privacy. In this review, we are going to view the privacy risks and security problem...

  9. An Analysis of Social Network Websites for Language Learning: Implications for Teaching and Learning English as a Second Language

    Science.gov (United States)

    Liu, M.; Abe, K.; Cao, M. W.; Liu, S.; Ok, D. U.; Park, J.; Parrish, C.; Sardegna, V. G.

    2015-01-01

    Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL…

  10. Schools and Social Emotional Learning

    Science.gov (United States)

    Usakli, Hakan; Ekici, Kubra

    2018-01-01

    In classrooms, the students spend lots of time by interacting each other. This paper debates the role of importance of the schools for rising students' social relations. Interaction between students is inevitable. That is because, they are together in projects, class discussion and peer working groups. Multicultural diverse school climates demand…

  11. A generational comparison of social networking site use: the influence of age and social identity.

    Science.gov (United States)

    Barker, Valerie

    2012-01-01

    An online survey (N=256) compared social networking site (SNS) use among younger (millennial: 18-29) and older (baby-boomer: 41-64) subscribers focusing on the influence of collective self-esteem and group identity on motives for SNS use. Younger participants reported higher positive collective self-esteem, social networking site use for peer communication, and social compensation. Regardless of age, participants reporting high collective self-esteem and group identity were more likely to use social networking sites for peer communication and social identity gratifications, while those reporting negative collective self-esteem were more likely to use social networking sites for social compensation. The theoretical implications of the strong relationship between social identity gratifications and social compensation are discussed.

  12. The role of social networking web sites in influencing residency decisions.

    Science.gov (United States)

    Schweitzer, Justin; Hannan, Alexander; Coren, Joshua

    2012-10-01

    Social networking Web sites such as Facebook have grown rapidly in popularity. It is unknown how such sites affect the ways in which medical trainees investigate and interact with graduate medical education (GME) programs. To evaluate the use of social networking Web sites as a means for osteopathic medical students, interns, residents, and fellows to interact with GME programs and report the degree to which that interaction impacts a medical trainee's choice of GME program. An anonymous, 10-item electronic survey on social networking Web sites was e-mailed to osteopathic medical student, intern, resident, and fellow members of the American College of Osteopathic Family Physicians. The weighted least squares test and the Fisher exact test were used for data analysis. A total of 9606 surveys were distributed, and 992 (10%) were completed. Nine hundred twenty-eight (93%) of the respondents used social networking Web sites, with the most popular services being Facebook (891 [90%]; P=.03), the Student Doctor Network (278 [28%]), and LinkedIn (89 [9%]; P=.03). Three hundred fifty-three respondents (36%; P=.52) were connected with a professional organization and 673 (68%; P=.73) used social networking Web sites for job searching related to GME programs or postresidency employment. Within the population of 497 third-, fourth-, and fifth-year osteopathic medical students, 136 (27%) reported gleaning information about programs through social networking Web sites (P=.01). Within the total population, 100 of 992 (10%) reported that this information influenced their decisions (P=.07). Of note, 144 (14%) of the total 992 respondents reported that the programs they applied to did not have any presence on social networking Web sites (P=.05). Our results indicate that social networking Web sites have a present and growing influence on how osteopathic medical students, interns, residents, and fellows learn about and select a GME program.

  13. From E-Learning to Social Learning--A Health Care Study

    Science.gov (United States)

    Hajli, Mahmood; Bugshan, Hatem; Lin, Xiaolin; Featherman, Mauricio

    2013-01-01

    Purpose: The emergence of Web 2.0 opened a new route for education to use the values derived from this development. The future of e-learning is social learning, where individuals can learn online due to the facility of social media. Social media such as online communities are places for social interactions between users. These social interactions…

  14. Creating Participatory Online Learning Environments: A Social Learning Approach Revisited

    Science.gov (United States)

    Conley, Quincy; Lutz, Heather S.; Padgitt, Amanda J.

    2017-01-01

    Online learning has never been more popular than it is today. Due to the rapid growth of online instruction at colleges and universities, questions about the effectiveness of online courses have been raised. In this paper, we suggest guidelines for the selection and application of social media tools. In addition to describing the potential…

  15. How 'Social' are Social News Sites? Exploring the Motivations for Using Reddit.com

    DEFF Research Database (Denmark)

    Bogers, Toine; Nordenhoff Wernersen, Rasmus

    2014-01-01

    present a tiered framework of motivational factors for participating on social news sites, based on a comprehensive literature review, drawn from fields like social media research, sociology, (social) psychology, and behavioral economics. We then validate this framework through a survey deployed on Reddit...... surprisingly, the social aspect of social news sites is not a motivating factor for the majority of Reddit users. Influencing the placement and reception of news stories in their niche communities of interest is what draws people to sites such as Reddit.......Social news sites allow their users to submit and vote on online news stories, thereby bypassing the authority and power of traditional newspaper editors. In this paper we explore what motivates users of social news sites, such as Reddit, to participate in this collaborative editorial process. We...

  16. Social Networking Services in E-Learning

    Science.gov (United States)

    Weber, Peter; Rothe, Hannes

    2016-01-01

    This paper is a report on the findings of a study conducted on the use of the social networking service NING in a cross-location e-learning setting named "Net Economy." We describe how we implemented NING as a fundamental part of the setting through a special phase concept and team building approach. With the help of user statistics, we…

  17. The Bonds of Social-Emotional Learning

    Science.gov (United States)

    Reilly, Nadja N.

    2018-01-01

    To better support students with conditions like depression, schools must take steps to shift away from a silo approach in which academics and emotional health are seen as separate. To illustrate, Nadja N. Reilly outlines an integrated approach to social-emotional learning accommodates both students and teachers' needs for emotional safety and…

  18. Social problems on Semipalatinsk test site

    International Nuclear Information System (INIS)

    Cherepnin, Yu.S.; Zhdanov, N.A.; Tumenova, B.N.

    2000-01-01

    In the report main stages of National Nuclear Center of Republic of Kazakhstan activity in the field of scientific information obtain about consequences of conducted nuclear tests, radioecological and medical and biological researches, restoration of natural environment and people's health in Republic of Kazakhstan are reflected. Chronicle and results of joint works within frameworks of international programs in these field are given as well. Analysis of up-to-date social problems of population of the region is carried out

  19. FACTORS PREDICTING CONSUMERS' ASSESSMENT OF ADVERTISEMENTS ON SOCIAL NETWORKING SITES

    OpenAIRE

    Hossam Deraz; Gabriel Baffour Awuah; Desalegn Abraha Gebrekidan

    2015-01-01

    Marketers act on social networking sites (SNSs) in order to be more efficient in merchandising their products and/or services. Even so, the scope of the published studies regarding the assessment of advertisements on social networking sites (SNAs) is limited. Consequently, the present study aimed to consider credibility and interactivity, in addition to information, entertainment and irritation values, as main factors for consumers’ assessment of SNAs, as perceived by SNSs’ users. An analysis...

  20. Networking for philanthropy: increasing volunteer behavior via social networking sites.

    Science.gov (United States)

    Kim, Yoojung; Lee, Wei-Na

    2014-03-01

    Social networking sites (SNSs) provide a unique social venue to engage the young generation in philanthropy through their networking capabilities. An integrated model that incorporates social capital into the Theory of Reasoned Action is developed to explain volunteer behavior through social networks. As expected, volunteer behavior was predicted by volunteer intention, which was influenced by attitudes and subjective norms. In addition, social capital, an outcome of the extensive use of SNSs, was as an important driver of users' attitude and subjective norms toward volunteering via SNSs.

  1. From the social learning theory to a social learning algorithm for global optimization

    OpenAIRE

    Gong, Yue-Jiao; Zhang, Jun; Li, Yun

    2014-01-01

    Traditionally, the Evolutionary Computation (EC) paradigm is inspired by Darwinian evolution or the swarm intelligence of animals. Bandura's Social Learning Theory pointed out that the social learning behavior of humans indicates a high level of intelligence in nature. We found that such intelligence of human society can be implemented by numerical computing and be utilized in computational algorithms for solving optimization problems. In this paper, we design a novel and generic optimization...

  2. Teacher Professionalization in the Age of Social Networking Sites

    Science.gov (United States)

    Kimmons, Royce; Veletsianos, George

    2015-01-01

    As teacher education students become professionals, they face a number of tensions related to identity, social participation, and work-life balance, which may be further complicated by social networking sites (SNS). This qualitative study sought to articulate tensions that arose between professionalization influences and teacher education student…

  3. Social Networking Sites in The Netherlands; an Explorative Study

    NARCIS (Netherlands)

    Constantinides, Efthymios; Lorenzo-Romero, C.; Alarcon-del-Amo, Maria-del-Carmen

    2011-01-01

    The rampant growth of social networking has become an issue of attention and interest by commercial organizations. Based on a national sample this paper investigates the demographics, profiles and behavior of participants of Social Networking sites in The Netherlands. The paper provides a typology

  4. The Use of Social Networking Sites among Malaysian University Students

    Science.gov (United States)

    Hamat, Afendi; Embi, Mohamed Amin; Hassan, Haslinda Abu

    2012-01-01

    Social networking sites (SNSs) have increasingly become an important tool for young adults to interact and socialize with their peers. As most of these young adults are also learners, educators have been looking for ways to understand the phenomena in order to harness its potential for use in education. This is especially relevant in Malaysia…

  5. Exploring How and Why Young People Use Social Networking Sites

    Science.gov (United States)

    Gray, Laura

    2018-01-01

    Upcoming statutory UK government guidance for keeping children safe in education reflects the use of social media, which is one of the most common activities undertaken by young people. This study explores how and why young people are using social networking sites (SNS) and whether there are age or gender differences. A key feature of the study…

  6. Academic Social Networking Sites: Improves Research Visibility and Impact

    OpenAIRE

    Ebrahim, Nader Ale

    2017-01-01

    Researchers needs to remove many traditional obstacles to disseminate and outreach their research outputs. Academic social networking allows you to connect with other researchers in your field, share your publications, and get feedback on your non-peer-reviewed work. The academic social networking, making your work more widely discoverable and easily available. The two best known academic social networking are ResearchGate and Academia.edu. These sites offer an instant technique to monitor wh...

  7. Why Do Academics Use Academic Social Networking Sites?

    Science.gov (United States)

    Meishar-Tal, Hagit; Pieterse, Efrat

    2017-01-01

    Academic social-networking sites (ASNS) such as Academia.edu and ResearchGate are becoming very popular among academics. These sites allow uploading academic articles, abstracts, and links to published articles; track demand for published articles, and engage in professional interaction. This study investigates the nature of the use and the…

  8. Web Sites for Young Children: Gateway to Online Social Networking?

    Science.gov (United States)

    Bauman, Sheri; Tatum, Tanisha

    2009-01-01

    Traffic on Web sites for young children (ages 3-12) has increased exponentially in recent years. Advocates proclaim that they are safe introductions to the Internet and online social networking and teach essential 21st-century skills. Critics note developmental concerns. In this article, we provide basic information about Web sites for young…

  9. The Socialization of Newcomers into Organizations: Integrating Learning and Social Exchange Processes

    Science.gov (United States)

    Korte, Russell F.

    2007-01-01

    Traditional views of socialization focus primarily on the passive learning by the newcomer of the expectations of the organization. Theorizing and research on cognitive learning and social exchange indicate that the socialization process is vastly more complex. This paper views socialization through the lenses of cognitive learning and social…

  10. Biosphere reserves – learning sites of sustainable development?

    Czech Academy of Sciences Publication Activity Database

    Kušová, Drahomíra; Těšitel, Jan; Bartoš, Michael

    2008-01-01

    Roč. 14, č. 3 (2008), s. 221-234 ISSN 1211-7420 Institutional research plan: CEZ:AV0Z60870520 Keywords : nature protection * learning sites * biosphere reserves * sustainable development Subject RIV: DO - Wilderness Conservation

  11. Factors Enabling Information Propagation in a Social Network Site

    DEFF Research Database (Denmark)

    Magnani, Matteo; Montesi, Danilo; Rossi, Luca

    2013-01-01

    A relevant feature of Social Network Sites is their ability to propagate units of information and create large distributed conversations. This phenomenon is particularly relevant because of the speed of information propagation, which is known to be much faster than within traditional media......, and because of the very large amount of people that can potentially be exposed to information items. While many general formal models of network propagation have been developed in different research fields, in this chapter we present the result of an empirical study on a Large Social Database (LSD) aimed...... at measuring specific socio-technical factors enabling information spreading in Social Network Sites....

  12. Social Emotional Learning and Educational Stress: A Predictive Model

    Science.gov (United States)

    Arslan, Serhat

    2015-01-01

    The purpose of this study is to examine the relationship between social emotional learning and educational stress. Participants were 321 elementary students. Social emotional learning and educational stress scale were used as measures. The relationships between social emotional learning and educational stress were examined using correlation…

  13. Which Recommender System Can Best Fit Social Learning Platforms?

    NARCIS (Netherlands)

    Fazeli, Soude; Loni, Babak; Drachsler, Hendrik; Sloep, Peter

    2014-01-01

    This study aims to develop a recommender system for social learning platforms that combine traditional learning management systems with commercial social networks like Facebook. We therefore take into account social interactions of users to make recommendations on learning resources. We propose to

  14. Learning as You Journey: Anishinaabe Perception of Social-ecological Environments and Adaptive Learning

    Directory of Open Access Journals (Sweden)

    Iain Davidson-Hunt

    2003-12-01

    Full Text Available This paper explores the linkages between social-ecological resilience and adaptive learning. We refer to adaptive learning as a method to capture the two-way relationship between people and their social-ecological environment. In this paper, we focus on traditional ecological knowledge. Research was undertaken with the Anishinaabe people of Iskatewizaagegan No. 39 Independent First Nation, in northwestern Ontario, Canada. The research was carried out over two field seasons, with verification workshops following each field season. The methodology was based on site visits and transects determined by the elders as appropriate to answer a specific question, find specific plants, or locate plant communities. During site visits and transect walks, research themes such as plant nomenclature, plant use, habitat descriptions, biogeophysical landscape vocabulary, and place names were discussed. Working with elders allowed us to record a rich set of vocabulary to describe the spatial characteristics of the biogeophysical landscape. However, elders also directed our attention to places they knew through personal experiences and journeys and remembered from stories and collective history. We documented elders' perceptions of the temporal dynamics of the landscape through discussion of disturbance events and cycles. Again, elders drew our attention to the ways in which time was marked by cultural references to seasons and moons. The social memory of landscape dynamics was documented as a combination of biogeophysical structures and processes, along with the stories by which Iskatewizaagegan people wrote their histories upon the land. Adaptive learning for social-ecological resilience, as suggested by this research, requires maintaining the web of relationships of people and places. Such relationships allow social memory to frame creativity, while allowing knowledge to evolve in the face of change. Social memory does not actually evolve directly out of

  15. Deadly Choices empowering Indigenous Australians through social networking sites.

    Science.gov (United States)

    McPhail-Bell, Karen; Appo, Nathan; Haymes, Alana; Bond, Chelsea; Brough, Mark; Fredericks, Bronwyn

    2017-04-05

    The potential for health promotion through social networking sites (SNSs) is widely recognized. However, while health promotion prides itself in focusing on the social determinants of health, its partiality for persuading individuals to comply with health behaviours dominates the way health promotion utilizes SNSs. This paper contributes to an understanding of collaborative ways SNSs can work for health promotion agendas of self-determination and empowerment in an Indigenous Australia context. An ethnographic study was undertaken with Deadly Choices, an Indigenous-led health promotion initiative. The study involved participant observation of interactions on Deadly Choices SNSs between Deadly Choices and its online community members. Deadly Choices provides an example of SNSs providing a powerful tool to create a safe, inclusive and positive space for Indigenous people and communities to profile their healthy choices, according to Indigenous notions of health and identity. The study found five principles that underpin Deadly Choices' use of SNSs for health promotion. These are: create a dialogue; build community online and offline; incentivise healthy online engagement; celebrate Indigenous identity and culture; and prioritize partnerships. Deadly Choices SNSs empowers Indigenous people and communities to be health promoters themselves, which represents a power shift from health promotion practitioner to Indigenous people and communities and more broadly, an enactment of Indigenous self-determination on SNSs. Mainstream health promotion can learn from Indigenous health promotion practice regarding the use of SNSs for health promotion agendas. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  16. Social E-Learning in Topolor: A Case Study

    Science.gov (United States)

    Shi, Lei; Al Qudah, Dana; Cristea, Alexandra I.

    2013-01-01

    Social e-learning is a process through which learners achieve their learning goals via social interactions with each other by sharing knowledge, skills, abilities and educational materials. Adaptive e-learning enables adaptation and personalization of the learning process, based on learner needs, knowledge, preferences and other characteristics.…

  17. Effect of Methods of Learning and Self Regulated Learning toward Outcomes of Learning Social Studies

    Science.gov (United States)

    Tjalla, Awaluddin; Sofiah, Evi

    2015-01-01

    This research aims to reveal the influence of learning methods and self-regulated learning on students learning scores for Social Studies object. The research was done in Islamic Junior High School (MTs Manba'ul Ulum), Batuceper City Tangerang using quasi-experimental method. The research employed simple random technique to 28 students. Data were…

  18. Social Learning Network Analysis Model to Identify Learning Patterns Using Ontology Clustering Techniques and Meaningful Learning

    Science.gov (United States)

    Firdausiah Mansur, Andi Besse; Yusof, Norazah

    2013-01-01

    Clustering on Social Learning Network still not explored widely, especially when the network focuses on e-learning system. Any conventional methods are not really suitable for the e-learning data. SNA requires content analysis, which involves human intervention and need to be carried out manually. Some of the previous clustering techniques need…

  19. Peer Learning in Social Media Enhanced Learning Environment

    Directory of Open Access Journals (Sweden)

    Anne-Maritta Tervakari

    2012-09-01

    Full Text Available TUT Circle, a dedicated social media service for students at Tampere University of Technology (TUT, was used as a learning environment for the purpose of enhancing students‘ collaboration, communication and networking skills required in business and working life and for promoting peer learning in small groups. Unfortunately, active conversation was limited. The students intensively read content created by other students, but they did not actively present their opinions, arguments or comments. Another reason for the lack of real conversation was procrastination. The students seemed to need more encouragement to comment on or question the ideas of others, more support to promote intergroup interaction and more assistance with time management.

  20. Social networking sites and older users - a systematic review.

    Science.gov (United States)

    Nef, Tobias; Ganea, Raluca L; Müri, René M; Mosimann, Urs P

    2013-07-01

    Social networking sites can be beneficial for senior citizens to promote social participation and to enhance intergenerational communication. Particularly for older adults with impaired mobility, social networking sites can help them to connect with family members and other active social networking users. The aim of this systematic review is to give an overview of existing scientific literature on social networking in older users. Computerized databases were searched and 105 articles were identified and screened using exclusion criteria. After exclusion of 87 articles, 18 articles were included, reviewed, classified, and the key findings were extracted. Common findings are identified and critically discussed and possible future research directions are outlined. The main benefit of using social networking sites for older adults is to enter in an intergenerational communication with younger family members (children and grandchildren) that is appreciated by both sides. Identified barriers are privacy concerns, technical difficulties and the fact that current Web design does not take the needs of older users into account. Under the conditions that these problems are carefully addressed, social networking sites have the potential to support today's and tomorrow's communication between older and younger family members.

  1. Why Robots Should Be Social: Enhancing Machine Learning through Social Human-Robot Interaction

    Science.gov (United States)

    de Greeff, Joachim; Belpaeme, Tony

    2015-01-01

    Social learning is a powerful method for cultural propagation of knowledge and skills relying on a complex interplay of learning strategies, social ecology and the human propensity for both learning and tutoring. Social learning has the potential to be an equally potent learning strategy for artificial systems and robots in specific. However, given the complexity and unstructured nature of social learning, implementing social machine learning proves to be a challenging problem. We study one particular aspect of social machine learning: that of offering social cues during the learning interaction. Specifically, we study whether people are sensitive to social cues offered by a learning robot, in a similar way to children’s social bids for tutoring. We use a child-like social robot and a task in which the robot has to learn the meaning of words. For this a simple turn-based interaction is used, based on language games. Two conditions are tested: one in which the robot uses social means to invite a human teacher to provide information based on what the robot requires to fill gaps in its knowledge (i.e. expression of a learning preference); the other in which the robot does not provide social cues to communicate a learning preference. We observe that conveying a learning preference through the use of social cues results in better and faster learning by the robot. People also seem to form a “mental model” of the robot, tailoring the tutoring to the robot’s performance as opposed to using simply random teaching. In addition, the social learning shows a clear gender effect with female participants being responsive to the robot’s bids, while male teachers appear to be less receptive. This work shows how additional social cues in social machine learning can result in people offering better quality learning input to artificial systems, resulting in improved learning performance. PMID:26422143

  2. Why Robots Should Be Social: Enhancing Machine Learning through Social Human-Robot Interaction.

    Science.gov (United States)

    de Greeff, Joachim; Belpaeme, Tony

    2015-01-01

    Social learning is a powerful method for cultural propagation of knowledge and skills relying on a complex interplay of learning strategies, social ecology and the human propensity for both learning and tutoring. Social learning has the potential to be an equally potent learning strategy for artificial systems and robots in specific. However, given the complexity and unstructured nature of social learning, implementing social machine learning proves to be a challenging problem. We study one particular aspect of social machine learning: that of offering social cues during the learning interaction. Specifically, we study whether people are sensitive to social cues offered by a learning robot, in a similar way to children's social bids for tutoring. We use a child-like social robot and a task in which the robot has to learn the meaning of words. For this a simple turn-based interaction is used, based on language games. Two conditions are tested: one in which the robot uses social means to invite a human teacher to provide information based on what the robot requires to fill gaps in its knowledge (i.e. expression of a learning preference); the other in which the robot does not provide social cues to communicate a learning preference. We observe that conveying a learning preference through the use of social cues results in better and faster learning by the robot. People also seem to form a "mental model" of the robot, tailoring the tutoring to the robot's performance as opposed to using simply random teaching. In addition, the social learning shows a clear gender effect with female participants being responsive to the robot's bids, while male teachers appear to be less receptive. This work shows how additional social cues in social machine learning can result in people offering better quality learning input to artificial systems, resulting in improved learning performance.

  3. Why Robots Should Be Social: Enhancing Machine Learning through Social Human-Robot Interaction.

    Directory of Open Access Journals (Sweden)

    Joachim de Greeff

    Full Text Available Social learning is a powerful method for cultural propagation of knowledge and skills relying on a complex interplay of learning strategies, social ecology and the human propensity for both learning and tutoring. Social learning has the potential to be an equally potent learning strategy for artificial systems and robots in specific. However, given the complexity and unstructured nature of social learning, implementing social machine learning proves to be a challenging problem. We study one particular aspect of social machine learning: that of offering social cues during the learning interaction. Specifically, we study whether people are sensitive to social cues offered by a learning robot, in a similar way to children's social bids for tutoring. We use a child-like social robot and a task in which the robot has to learn the meaning of words. For this a simple turn-based interaction is used, based on language games. Two conditions are tested: one in which the robot uses social means to invite a human teacher to provide information based on what the robot requires to fill gaps in its knowledge (i.e. expression of a learning preference; the other in which the robot does not provide social cues to communicate a learning preference. We observe that conveying a learning preference through the use of social cues results in better and faster learning by the robot. People also seem to form a "mental model" of the robot, tailoring the tutoring to the robot's performance as opposed to using simply random teaching. In addition, the social learning shows a clear gender effect with female participants being responsive to the robot's bids, while male teachers appear to be less receptive. This work shows how additional social cues in social machine learning can result in people offering better quality learning input to artificial systems, resulting in improved learning performance.

  4. Social mening og viden på sociale video sites

    DEFF Research Database (Denmark)

    Rasmussen, Tove Arendt

    2011-01-01

    . De sociale medier som Facebook, YouTube o.l. er blevet prototype for det dialogiske aspekt, der egentlig ligger indbygget fra starten i de digitale netværksmedier. Modtageren, læseren, seeren og tilhøreren deltager i den medierede kommunikation med kommentar, dialog eller egne produkter. Brugeren er...... også producent og distributør adf viden i de sociale mediers brugerfællesskaber. Brugeren er ikke kun ’user’, men ’produser’ (sammentrækning af user og producer), skriver den amerikanske medieforsker Axel Bruns, som både Tove Arendt Rasmussen og hans Jørn Nielsen citerer i deres artikler”....

  5. THE IMPACT OF SOCIAL NETWORKING SITES (SNSS) ON STUDENTS’ SOCIAL INTERACTION

    OpenAIRE

    Jesse John Lukindo

    2016-01-01

    This study explored the impact of Social Networking Sites (SNSs) on students’ social interaction at Northeast Normal University in China. The study was guided by three research questions; what are the levels of SNS time use and social connectedness in terms of gender?, what are the differences of university students SNS time use and social connectedness and what is the relationship between SNS time use and social connectedness. It involved a total sample of 79 students from various faculties ...

  6. Enabling Interoperable and Selective Data Sharing among Social Networking Sites

    Science.gov (United States)

    Shin, Dongwan; Lopes, Rodrigo

    With the widespread use of social networking (SN) sites and even introduction of a social component in non-social oriented services, there is a growing concern over user privacy in general, how to handle and share user profiles across SN sites in particular. Although there have been several proprietary or open source-based approaches to unifying the creation of third party applications, the availability and retrieval of user profile information are still limited to the site where the third party application is run, mostly devoid of the support for data interoperability. In this paper we propose an approach to enabling interopearable and selective data sharing among SN sites. To support selective data sharing, we discuss an authenticated dictionary (ADT)-based credential which enables a user to share only a subset of her information certified by external SN sites with applications running on an SN site. For interoperable data sharing, we propose an extension to the OpenSocial API so that it can provide an open source-based framework for allowing the ADT-based credential to be used seamlessly among different SN sites.

  7. Instructor Experiences with a Social Networking Site in a Higher Education Setting: Expectations, Frustrations, Appropriation, and Compartmentalization

    Science.gov (United States)

    Veletsianos, George; Kimmons, Royce; French, Karen D.

    2013-01-01

    Researchers and practitioners have suggested that the use of social networking sites in formal education may be a worthwhile endeavor. Toward this goal, emerging learning platforms have included social networking features. Nevertheless, empirical literature examining user experiences, and more specifically instructor experiences, with these tools…

  8. A Generational Comparison of Social Networking Site Use: The Influence of Age and Social Identity

    Science.gov (United States)

    Barker, Valerie

    2012-01-01

    An online survey (N = 256) compared social networking site (SNS) use among younger (millennial: 18-29) and older (baby-boomer: 41-64) subscribers focusing on the influence of collective self-esteem and group identity on motives for SNS use. Younger participants reported higher positive collective self-esteem, social networking site use for peer…

  9. A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case

    OpenAIRE

    Manathunga, Kalpani; Hernández-Leo, Davinia; Sharples, Mike

    2017-01-01

    Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning sp...

  10. Mechanisms underlying the social enhancement of vocal learning in songbirds.

    Science.gov (United States)

    Chen, Yining; Matheson, Laura E; Sakata, Jon T

    2016-06-14

    Social processes profoundly influence speech and language acquisition. Despite the importance of social influences, little is known about how social interactions modulate vocal learning. Like humans, songbirds learn their vocalizations during development, and they provide an excellent opportunity to reveal mechanisms of social influences on vocal learning. Using yoked experimental designs, we demonstrate that social interactions with adult tutors for as little as 1 d significantly enhanced vocal learning. Social influences on attention to song seemed central to the social enhancement of learning because socially tutored birds were more attentive to the tutor's songs than passively tutored birds, and because variation in attentiveness and in the social modulation of attention significantly predicted variation in vocal learning. Attention to song was influenced by both the nature and amount of tutor song: Pupils paid more attention to songs that tutors directed at them and to tutors that produced fewer songs. Tutors altered their song structure when directing songs at pupils in a manner that resembled how humans alter their vocalizations when speaking to infants, that was distinct from how tutors changed their songs when singing to females, and that could influence attention and learning. Furthermore, social interactions that rapidly enhanced learning increased the activity of noradrenergic and dopaminergic midbrain neurons. These data highlight striking parallels between humans and songbirds in the social modulation of vocal learning and suggest that social influences on attention and midbrain circuitry could represent shared mechanisms underlying the social modulation of vocal learning.

  11. The Relationship between Social-Emotional Learning Ability and Perceived Social Support in Gifted Students

    Science.gov (United States)

    Ogurlu, Üzeyir; Sevgi-Yalin, Hatun; Yavuz-Birben, Fazilet

    2018-01-01

    This study aimed to examine the relationship between social-emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional…

  12. Predictors of site choice and eventual learning experiences in a ...

    African Journals Online (AJOL)

    To assess the effect of students' gender, race, place of birth and place of high school completion on their choice of training site location and to assess the extent to which the training programme enhanced students' learning experiences relevant to primary care across training sites. Methods. A survey design involving six ...

  13. Finding protein sites using machine learning methods

    Directory of Open Access Journals (Sweden)

    Jaime Leonardo Bobadilla Molina

    2003-07-01

    Full Text Available The increasing amount of protein three-dimensional (3D structures determined by x-ray and NMR technologies as well as structures predicted by computational methods results in the need for automated methods to provide inital annotations. We have developed a new method for recognizing sites in three-dimensional protein structures. Our method is based on a previosly reported algorithm for creating descriptions of protein microenviroments using physical and chemical properties at multiple levels of detail. The recognition method takes three inputs: 1. A set of control nonsites that share some structural or functional role. 2. A set of control nonsites that lack this role. 3. A single query site. A support vector machine classifier is built using feature vectors where each component represents a property in a given volume. Validation against an independent test set shows that this recognition approach has high sensitivity and specificity. We also describe the results of scanning four calcium binding proteins (with the calcium removed using a three dimensional grid of probe points at 1.25 angstrom spacing. The system finds the sites in the proteins giving points at or near the blinding sites. Our results show that property based descriptions along with support vector machines can be used for recognizing protein sites in unannotated structures.

  14. Situated learning - beyond apprenticeship and social constructionism

    DEFF Research Database (Denmark)

    Christensen, Gerd

    2016-01-01

    The aim of this paper is to discuss the theoretical and philosophical fundament of Jean Lave & Etienne Wenger’s theory of ’situated learning’. In Denmark, the theory has been categorized under as different paradigms as a theory of learning as ‘apprenticeship’ and as ‘social constructionism......’. This may seem as a theoretical discussion without any implications for an actual practice. But, as it will be argued in the paper, the perception of the theory has fundamental consequences for how it is considered to contribute to the understanding of learning and to analyses of learning in an actual...... context. The paper can, thus, be considered as not only a contribution to a narrow discussion of ‘situated learning’, but also to the wider discussion of how to conceptualize ‘learning’ as such. In addition, the paper discusses some of the analytical perspectives, which are at stake in some of the other...

  15. Understanding Interorganizational Learning Based on Social Spaces and Learning Episodes

    Directory of Open Access Journals (Sweden)

    Anelise Rebelato Mozzato

    2014-07-01

    Full Text Available Different organizational settings have been gaining ground in the world economy, resulting in a proliferation of different forms of strategic alliances that translate into a growth in the number of organizations that have started to deal with interorganizational relationships with different actors. These circumstances reinforce Crossan, Lane, White and Djurfeldt (1995 and Crossan, Mauer and White (2011 in exploring what authors refer to as the fourth, interorganizational, level of learning. These authors, amongst others, suggest that the process of interorganizational learning (IOL warrants investigation, as its scope of analysis needs widening and deepening. Therefore, this theoretical essay is an attempt to understand IOL as a dynamic process found in interorganizational cooperative relationships that can take place in different structured and unstructured social spaces and that can generate learning episodes. According to this view, IOL is understood as part of an organizational learning continuum and is analyzed within the framework of practical rationality in an approach that is less cognitive and more social-behavioral.

  16. Social learning and evolution: the cultural intelligence hypothesis

    Science.gov (United States)

    van Schaik, Carel P.; Burkart, Judith M.

    2011-01-01

    If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer. PMID:21357223

  17. Social learning and evolution: the cultural intelligence hypothesis.

    Science.gov (United States)

    van Schaik, Carel P; Burkart, Judith M

    2011-04-12

    If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer.

  18. The Role of Intelligence in Social Learning.

    Science.gov (United States)

    Vostroknutov, Alexander; Polonio, Luca; Coricelli, Giorgio

    2018-05-02

    Studies in cultural evolution have uncovered many types of social learning strategies that are adaptive in certain environments. The efficiency of these strategies also depends on the individual characteristics of both the observer and the demonstrator. We investigate the relationship between intelligence and the ways social and individual information is utilised to make decisions in an uncertain environment. We measure fluid intelligence and study experimentally how individuals learn from observing the choices of a demonstrator in a 2-armed bandit problem with changing probabilities of a reward. Participants observe a demonstrator with high or low fluid intelligence. In some treatments they are aware of the intelligence score of the demonstrator and in others they are not. Low fluid intelligence individuals imitate the demonstrator more when her fluid intelligence is known than when it is not. Conversely, individuals with high fluid intelligence adjust their use of social information, as the observed behaviour changes, independently of the knowledge of the intelligence of the demonstrator. We provide evidence that intelligence determines how social and individual information is integrated in order to make choices in a changing uncertain environment.

  19. Young people, social media, social network sites and sexual health communication in Australia: ‘this is funny, you should watch it

    OpenAIRE

    Evers, Clifton Westly; Albury, Kath; Byron, Paul; Crawford, Kate

    2013-01-01

    Social media and social network sites (SNS) are an evolving area for sexual health communication with young people. They present opportunities and challenges for sexual health professionals and young people alike, such as learning through interactivity and addressing concerns about privacy. In this article, we present and discuss the findings from six rural and urban focus groups with young people in Australia about the use of social media and SNS for sexual health communication. We discuss a...

  20. THE USAGE OF SOCIAL MEDIA FOR LEARNING AND TEACHING PURPOSES: AN IMPLEMENTATION OF EXTENDED THEORY OF REASONED ACTION MODEL

    OpenAIRE

    AKMAN, İbrahim; TURHAN, Çiğdem

    2014-01-01

    The growing popularity of the social networking siteshas presented new options for the development of learning and teachingenvironments to provide informal learning. In this study, the usage of socialnetworking sites for the purpose of learning and teaching has been analyzedusing the extended Theory of Reasoned Action (TRA) model. A survey has beenconducted to analyze the behavior in regard to the acceptance of social mediafor learning and teaching and the results were systematically analyzed...

  1. Social learning and the development of individual and group behaviour in mammal societies

    OpenAIRE

    Thornton, Alex; Clutton-Brock, Tim

    2011-01-01

    As in human societies, social learning may play an important role in shaping individual and group characteristics in other mammals. Here, we review research on non-primate mammals, concentrating on work at our long-term meerkat study site, where longitudinal data and field experiments have generated important insights into the role of social learning under natural conditions. Meerkats live under high predation pressure and occupy a difficult foraging niche. Accordingly, pups make extensive us...

  2. Learning from and with Customers with Social Media: A Model for Social Customer Learning

    Directory of Open Access Journals (Sweden)

    Hannu Kärkkäinen

    2012-01-01

    Full Text Available Social media can enable and significantly increase the collaboration andlearning from customers in various ways, for instance by novel social waysof providing and receiving feedback from new products and concepts. Wehave created a model that can support managers and researchers to betteranalyse and understand the possibilities of social media approaches especiallyfrom the business-to-business (B2B customer interface standpoint. Weused the model to analyse found various types of business-to-business relatedsocial media approaches to create new understanding of the scarcelyresearched field of social media in the customer learning and the customerinterface of B2B innovation.

  3. Social networking sites: an adjunctive treatment modality for psychological problems.

    Science.gov (United States)

    Menon, Indu S; Sharma, Manoj Kumar; Chandra, Prabha S; Thennarasu, K

    2014-07-01

    Social networking is seen as a way to enhance social support and feeling of well-being. The present work explores the potentials of social networking sites as an adjunctive treatment modality for initiating treatment contact as well as for managing psychological problems. Interview schedule, Facebook intensity questionnaire were administered on 28 subjects with a combination of 18 males and 10 females. They were taken from the in-patient and out-patient psychiatry setting of the hospital. Facebook was the most popular sites and used to seek emotional support on the basis of the frequent updates of emotional content that users put in their profile; reconciliations, escape from the problems or to manage the loneliness; getting information about illness and its treatment and interaction with experts and also manifested as problematic use. It has implications for developing social networking based adjunctive treatment modality for psychological problems.

  4. Skype me! Socially Contingent Interactions Help Toddlers Learn Language

    OpenAIRE

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

    2013-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results sugges...

  5. Sport psychology group consultation using social networking web sites.

    Science.gov (United States)

    Dietrich, Frederick; Shipherd, Amber M; Gershgoren, Lael; Filho, Edson Medeiros; Basevitch, Itay

    2012-08-01

    A social networking Web site, Facebook, was used to deliver long-term sport psychology consultation services to student-athletes (i.e., soccer players) in 30- to 60-min weekly sessions. Additional short-term team building, group cohesion, communication, anger management, injury rehabilitation, mental toughness, commitment, and leadership workshops were provided. Cohesion and overall relationships between both the student-athletes and the sport psychology consultants benefited from this process. Social networking Web sites offer a practical way of providing sport psychology consulting services that does not require use of major resources. (c) 2012 APA, all rights reserved.

  6. The use of social-networking sites in medical education.

    Science.gov (United States)

    Cartledge, Peter; Miller, Michael; Phillips, Bob

    2013-10-01

    A social-network site is a dedicated website or application which enables users to communicate with each other and share information, comments, messages, videos and images. This review aimed to ascertain if "social-networking sites have been used successfully in medical education to deliver educational material", and whether "healthcare professionals, and students, are engaging with social-networking sites for educational purposes". A systematic-review was undertaken using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Eight databases were searched with pre-defined search terms, limits and inclusion criteria. Data was extracted into a piloted data-table prior to the narrative-synthesis of the Quality, Utility, Extent, Strength, Target and Setting of the evidence. 1047 articles were identified. Nine articles were reviewed with the majority assessing learner satisfaction. Higher outcome measures were rarely investigated. Educators used Facebook, Twitter, and a custom-made website, MedicineAfrica to achieve their objectives. Social-networking sites have been employed without problems of professionalism, and received positive feedback from learners. However, there is no solid evidence base within the literature that social-networking is equally or more effective than other media available for educational purposes.

  7. Self-reflection on privacy research in social networking sites

    OpenAIRE

    De Wolf, Ralf; Vanderhoven, Ellen; Berendt, Bettina; Pierson, Jo; Schellens, Tammy

    2017-01-01

    The increasing popularity of social networking sites has been a source of many privacy concerns. To mitigate these concerns and empower users, different forms of educational and technological solutions have been developed. Developing and evaluating such solutions, however, cannot be considered a neutral process. Instead, it is socially bound and interwoven with norms and values of the researchers. In this contribution, we aim to make the research process and development of privacy solutions m...

  8. Brand interactions and social media: enhancing user loyalty through social networking sites

    OpenAIRE

    Nisar, T.M.; Whitehead, C.

    2016-01-01

    This paper aims to investigate how user loyalty can be achieved and maintained through social networking sites. More specifically, we intend to test the relationships between brands, user loyalty and social media. The research thus provides insights into user-brand relationships through social media and argues how loyal customers can be through social networking websites. Although there are considerable numbers of studies about loyalty; there exists very limited work studying user loyalty thr...

  9. African Americans and Network Disadvantage: Enhancing Social Capital through Participation on Social Networking Sites

    OpenAIRE

    Danielle Taana Smith

    2013-01-01

    This study examines the participation of African Americans on social networking sites (SNS), and evaluates the degree to which African Americans engage in activities in the online environment to mitigate social capital deficits. Prior literature suggests that compared with whites, African Americans have less social capital that can enhance their socio-economic mobility. As such, my research question is: do African Americans enhance their social capital through their participation on SNS? I us...

  10. Selective Self-Presentation and Social Comparison Through Photographs on Social Networking Sites.

    Science.gov (United States)

    Fox, Jesse; Vendemia, Megan A

    2016-10-01

    Through social media and camera phones, users enact selective self-presentation as they choose, edit, and post photographs of themselves (such as selfies) to social networking sites for an imagined audience. Photos typically focus on users' physical appearance, which may compound existing sociocultural pressures about body image. We identified users of social networking sites among a nationally representative U.S. sample (N = 1,686) and examined women's and men's photo-related behavior, including posting photos, editing photos, and feelings after engaging in upward and downward social comparison with others' photos on social networking sites. We identified some sex differences: women edited photos more frequently and felt worse after upward social comparison than men. Body image and body comparison tendency mediated these effects.

  11. Apprehension of Youth towards Social Networking Sites: Two Sides of a Coin

    OpenAIRE

    Yukti Gulati; Shilpi Sharma

    2014-01-01

    Social networking sites are wide area of research. Rapid growth in Technology and Human Resources provides us new platform to build social networks. Today it has become highest point of concern to be aware of social networking sites and built networks. Since few years Social networking site has become very popular. There are different social networking sites for different purpose fulfillment. Orkut fails in the race of Social Networking Sites as compare to facebook. Although Fa...

  12. Skype me! Socially contingent interactions help toddlers learn language.

    Science.gov (United States)

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta M

    2014-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

  13. Skype me! Socially Contingent Interactions Help Toddlers Learn Language

    Science.gov (United States)

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

    2013-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). The current study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. PMID:24112079

  14. HOW DO STUDENTS SELECT SOCIAL NETWORKING SITES? AN ANALYTIC HIERARCHY PROCESS (AHP) MODEL

    OpenAIRE

    Chun Meng Tang; Miang Hong Ngerng

    2015-01-01

    Social networking sites are popular among university students, and students today are indeed spoiled for choice. New emerging social networking sites sprout up amid popular sites, while some existing ones die out. Given the choice of so many social networking sites, how do students decide which one they will sign up for and stay on as an active user? The answer to this question is of interest to social networking site designers and marketers. The market of social networking sites is highly co...

  15. The role of learning analytics in networking for business and leisure: A study of culture and gender differences in social platform users

    OpenAIRE

    Benson, Vladlena; Filippaios, Fragkiskos

    2018-01-01

    Engagement with social networking sites is influenced by the cognitive and learning processes which in turn is influenced by culture. This paper aims at unbundling the effect of culture on the use of social network sites and thus contributes to our understanding on the way cognitive and learning processes influence the engagement with social networks. The study of over 600 social networking users addresses how professional and leisure use of social networks differs across cultures, gender and...

  16. Enhancing Formal E-Learning with Edutainment on Social Networks

    Science.gov (United States)

    Labus, A.; Despotovic-Zrakic, M.; Radenkovic, B.; Bogdanovic, Z.; Radenkovic, M.

    2015-01-01

    This paper reports on the investigation of the possibilities of enhancing the formal e-learning process by harnessing the potential of informal game-based learning on social networks. The goal of the research is to improve the outcomes of the formal learning process through the design and implementation of an educational game on a social network…

  17. Mental Time Travel, Memory and the Social Learning Strategies Tournament

    Science.gov (United States)

    Fogarty, L.; Rendell, L.; Laland, K. N.

    2012-01-01

    The social learning strategies tournament was an open computer-based tournament investigating the best way to learn in a changing environment. Here we present an analysis of the impact of memory on the ability of strategies entered into the social learning strategies tournament (Rendell, Boyd, et al., 2010) to modify their own behavior to suit a…

  18. Social Capital Theory: Implications for Women's Networking and Learning

    Science.gov (United States)

    Alfred, Mary V.

    2009-01-01

    This chapter describes social capital theory as a framework for exploring women's networking and social capital resources. It presents the foundational assumptions of the theory, the benefits and risks of social capital engagement, a feminist critique of social capital, and the role of social capital in adult learning.

  19. Learning from Low Income Market-driven Innovations and Social ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Learning from Low Income Market-driven Innovations and Social Entrepreneurship in India. A social enterprise is one that uses innovation, finance and business acumen in a business setting to produce social outcomes such as poverty alleviation, health benefits or social inclusion. Social enterprises generate products and ...

  20. Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners

    Science.gov (United States)

    Deaton, Shannon

    2015-01-01

    Following the research of Albert Bandura, the advent of social media has changed the platform for social interaction and human experience. Educators have a unique opportunity to apply the concepts of Bandura's Social Learning Theory toward enhanced student engagement and learning in a social media context. This article synthesizes current research…

  1. Development, direction, and damage limitation: social learning in domestic fowl.

    Science.gov (United States)

    Nicol, Christine J

    2004-02-01

    This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered.

  2. Subconscious learning via games and social media

    CERN Document Server

    Wortley, David; Kim, Seongdong

    2015-01-01

    This book provides a detailed update on the applications of Serious Games in Healthcare and Education sector. In short, it provides an all rounded research and industry updates about the current and future advances in this area. These are the two sectors that are developing rapidly with direct applications of serious games. With advances in technologies and a new perspective on patient engagement and public expectations, the healthcare sector is increasingly turning to serious games to solve problems. Subconscious Learning via Games and Social Media will share expert opinions on the development and application of game technologies for health-related serious games. Our commercial and non-commercial experts comes from different aspects of the healthcare system from clinicians to therapist. The scope ranges from population health to specific medical domain applications. In the education sector, digital games have a great potential to improve learning of both adults and children. It is important to understand ho...

  3. Descrivere un Social Network Site: un approccio empirico

    DEFF Research Database (Denmark)

    Rossi, Luca; Di Lascio, F Marta L; Pacelli, Barbara

    2015-01-01

    This chapters provide methods to describe in a quantitative way, a social network site as a whole. Besides the most commonly used metrics such as number of users or level of activity the chapter proposes more complex metrics based on topi diversity and language fidelity....

  4. Social Networking Sites and Contact Risks among Flemish Youth

    Science.gov (United States)

    Vandoninck, Sofie; d'Haenens, Leen; De Cock, Rozane; Donoso, Veronica

    2012-01-01

    This study investigates how teenagers use social networking sites (SNS) and other online communication applications, to what extent they are exposed to online contact risks related to the use of these online tools and how they cope with these risks. A written survey was administered among 815 Flemish adolescents aged 14-19. The study controls for…

  5. How Do Career Centers Use Social Networking Sites?

    Science.gov (United States)

    Osborn, Debra S.; LoFrisco, Barbara M.

    2012-01-01

    The popularity and growth of social networking sites (SNSs), particularly among the college-aged demographic, makes them logical tools for university career centers to use to connect with students. The authors surveyed 78 university career centers to determine how they use SNSs, the benefits and drawbacks, and the advice they would give to a…

  6. A framework for unsupervised spam detection in social networking sites

    NARCIS (Netherlands)

    Bosma, M.; Meij, E.; Weerkamp, W.

    2012-01-01

    Social networking sites offer users the option to submit user spam reports for a given message, indicating this message is inappropriate. In this paper we present a framework that uses these user spam reports for spam detection. The framework is based on the HITS web link analysis framework and is

  7. Students and Social Networking Sites: The Posting Paradox

    Science.gov (United States)

    Miller, Robert; Parsons, Kristine; Lifer, David

    2010-01-01

    This article reports the results of a field study in which undergraduate students were questioned about their use of social networking sites and the appropriateness of the content that they post. The responses indicate that students routinely post content that they realise is not appropriate for all audiences, especially potential employers.…

  8. Learners' Attitudes toward Foreign Language Practice on Social Network Sites

    Science.gov (United States)

    Villafuerte, Jhonny; Romero, Asier

    2017-01-01

    This work aims to study learners' attitudes towards practicing English Language on Social Networks Sites (SNS). The sample involved 110 students from the University Laica Eloy Alfaro de Manabi in Ecuador, and the University of the Basque Country in Spain. The instrument applied was a Likert scale questionnaire designed Ad hoc by the researchers,…

  9. Segmenting the social networking sites users: An empirical study

    NARCIS (Netherlands)

    Lorenzo-Romero, C.; Constantinides, Efthymios; Alarcon-del-Amo, M.d.C.

    2012-01-01

    The growth of social networking sites (SNS) presents businesses and marketers with risks and challenges. Customers become sophisticated, empowered and increasingly involved in shaping of the marketing offer. Marketers are becoming aware of the threat of losing control over their message but also

  10. Social Network Sites: A Starting Point for Career Development Practitioners

    Science.gov (United States)

    Strehlke, Christina

    2010-01-01

    This action research study explores the career influence of social network sites (SNSs) by examining 14 web-based articles that consider the risks and opportunities of SNSs from a job search perspective. Three themes are discussed: user visibility, self-presentation, and network connections. Practical strategies are identified to help career…

  11. Social network site usage and personal relations of migrants

    NARCIS (Netherlands)

    Damian, E.; van Ingen, E.J.

    2014-01-01

    In this study, we examine the relation between social network site (SNS) usage and the personal networks of immigrants, using a unique dataset composed of a representative sample of immigrants living in the Netherlands. In theory, SNSs can be a helpful tool for immigrants, because they may help

  12. A Team Formation and Project-based Learning Support Service for Social Learning Networks

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Van de Vrie, Evert; Obreza, Matija; Sloep, Peter

    2014-01-01

    The Internet affords new approaches to learning. Geographically dispersed self-directed learners can learn in computer-supported communities, forming social learning networks. However, self-directed learners can suffer from a lack of continuous motivation. And surprisingly, social learning networks

  13. Self- and Social Regulation in Learning Contexts: An Integrative Perspective

    Science.gov (United States)

    Volet, Simone; Vauras, Marja; Salonen, Pekka

    2009-01-01

    This article outlines the rationale for an integrative perspective of self- and social regulation in learning contexts. The role of regulatory mechanisms in self- and social regulation models is examined, leading to the view that in real time collaborative learning, individuals and social entities should be conceptualized as self-regulating and…

  14. The Space for Social Media in Structured Online Learning

    Science.gov (United States)

    Salmon, Gilly; Ross, Bella; Pechenkina, Ekaterina; Chase, Anne-Marie

    2015-01-01

    In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and…

  15. Which recommender system can best fit social learning platforms?

    NARCIS (Netherlands)

    Fazeli, Soude; Loni, Babak; Drachsler, Hendrik; Sloep, Peter

    2014-01-01

    In this presentation, we present a study that aims to develop a recommender system for social learning platforms that combine traditional learning management systems with commercial social networks like Facebook. We therefore take into account social interactions of users to make recommendations on

  16. Assessment of social values in thermal plant siting

    International Nuclear Information System (INIS)

    Anon.

    1976-01-01

    The objective of the project is to develop a method for combining social values with techno-economic data for better decision making in thermal nuclear power plant siting. Quantified technical impact data which is socially weighted will allow for the optimal choice of site/design alternatives. In this phase, a study of community leadership in energy/environment issues was conducted in a town familiar with a (nuclear) thermal power plant. Secondly, a linear composite analysis of the measurement problems associated with combining diverse scales of impacts was completed. Third, a revision of the social values instrument used in a previous phase of the study was initiated. Finally, liaison activities with utilities were undertaken. Quantification of three of the technical impact factors is currently underway

  17. Mate familiarity and social learning in a monogamous lizard.

    Science.gov (United States)

    Munch, Kirke L; Noble, Daniel W A; Wapstra, Erik; While, Geoffrey M

    2018-05-08

    Social learning is thought to be advantageous as it allows an animal to gather information quickly without engaging in costly trial-and-error learning. However, animals should be selective about when and whom they learn from. Familiarity is predicted to positively influence an animal's reliance on social learning; yet, few studies have empirically tested this theory. We used a lizard (Liopholis whitii) that forms long-term monogamous pair bonds to examine the effects of partner familiarity on social learning in two novel foraging tasks, an association and a reversal task. We allowed female lizards to observe trained conspecifics that were either familiar (social mate) or unfamiliar execute these tasks and compared these two groups with control females that did not receive social information. Lizards preferentially relied on trial-and-error learning in the association task. In the reversal task, lizards that were demonstrated by familiar partners learnt in fewer trials compared to control lizards and made more correct choices. Our results provide some evidence for context-dependent learning with lizards differentiating between when they utilize social learning, and, to a limited degree, whom they learnt from. Understanding the role of the social context in which learning occurs provides important insights into the benefits of social learning and sociality more generally.

  18. The Social Influence Qualities of Social Network Sites: A Qualitative and Experimental Investigation

    Science.gov (United States)

    2009-03-01

    Guadagno and Cialdini, 2005). This is especially true with the unique social arrangements and organizational forms found on social network sites...their true feelings to others. According to Respondent #18, “it’s easier to talk on the phone than it is in person. To say something important...include things like weather, horoscope , graffiti, etc. • In addition to these tasks, how do you use this site as part of your daily life? o Do you use

  19. Who Needs Facebook Anyway - Privacy and Sociality in Social Network Sites

    OpenAIRE

    Leenes , Ronald ,

    2011-01-01

    Part 3: Part IV: Keynotes; International audience; SNSs pose a plethora of privacy issues that are reasonably well known and understood. Many issues boil down to the same problem: information makes it to the wrong audience. This problem is inherent to the design and business model of the current social network sites. How to cope with this? Two approaches seem obvious: address user behaviour and/or address the architecture of social network sites. In this presentation I will argue that the opt...

  20. Savannah River Site environmental restoration lessons learned program

    International Nuclear Information System (INIS)

    Plunkett, R.A.; Leibfarth, E.C.; Treger, T.M.; Blackmon, A.M.

    1993-01-01

    For the past three years environmental restoration has been formally consolidated at Savannah River Site. Accomplishments include waste site investigations to closure activities. Positive, as well as negatively impacting, events have occurred. Until recently, lessons learned were captured on a less than formal basis. Now, a program based upon critiques, evaluations and corrective actions is being used. This presentation reviews the development, implementation and use of that program

  1. Exploring Student’s Blended Learning through Social Media

    Directory of Open Access Journals (Sweden)

    Leon Andretti Abdillah

    2016-12-01

    Full Text Available Information technology (IT has been used widely in many aspects of our daily life. Social media as a leading application on the internet has changed many aspects of life become more globalized. This article discussed the use of social media to support learning activities for students in the faculty of computer science. The author used Facebook and WordPress as an alternative to electronic learning, those were: 1 online attendance tool, 2 media storage and dissemination of course materials, 3 and event scheduling for the lectures. Social media succeed to change the way of modern learning styles and environment. The results of this study are some learning activities such as (1 Preparation, (2 Weekly meeting activities, (3 Course Page, (4 Social Media as Online Attendance Tool, (5 Social Media as Learning Repository and Dissemination, and (6 Social Media as Online Event Scheduling. Change conventional learning model becomes visual and distanceless.

  2. An Investigation of Referral- and Comparison-based Social Influence on Social Networking Sites

    DEFF Research Database (Denmark)

    Tussyadiah, Iis; Kausar, Devi; Soesilo, Primidya K. M.

    between SNS engagement and both referral-based and comparison-based social influence for restaurant selection. Further, it was also identified that the relationships between SNS engagement and social influence are moderated by the different dimensions of consumers’ susceptibility to global influence......This study explored social influence resulting from two distinct social reference processes on social networking sites (SNS). A web-based survey was conducted among consumers in the USA and Indonesia using restaurant consumption as a research context. The study identified the positive relationships...

  3. Lessons learned with ISO 14001 at DOE sites

    Energy Technology Data Exchange (ETDEWEB)

    Wilkinson, C. H., LLNL

    1998-03-01

    ISO 14001 is the international standard for environmental management systems (EMS). The standard applies the `plan, do, check, act` management system model to assure that the environmental impacts of operations are fully considered in planning and facility operations. ISO 14001 has grown in popularity in both the public and the private sector and has seen increasing utility within the U.S. Department of Energy (DOE). While there is no final DOE policy or requirement for ISO 14001 EMS implementation, ISO 14001 commands an active presence at many DOE sites. In general, the impetus for ISO 14001 in the DOE complex has been either an initiative by site management contractors to improve performance, or an actual requirement in the new management contracts for the sites. Several DOE sites now are committed to implement EMS`s in conformance with ISO 14001: Brookhaven National Laboratory (BNL), Hanford, Idaho National Engineering and Environmental Laboratory (INEEL), Kansas City Plant, Nevada Test Site, Savannah River Site (SRS), Waste Isolation Pilot Project (WIPP), West Valley. Several other DOE sites are expected to proceed in the near future with an EMS consistent with ISO 14001. However, not all sites are proceeding with an ISO 14001 EMS based on individual site business considerations. This paper describes the status of EMS implementation at these sites and identifies lessons learned that may be of use to other DOE sites.

  4. Which Recommender System Can Best Fit Social Learning Platforms?

    OpenAIRE

    Fazeli, Soude; Loni, Babak; Drachsler, Hendrik; Sloep, Peter

    2014-01-01

    In this presentation, we present a study that aims to develop a recommender system for social learning platforms that combine traditional learning management systems with commercial social networks like Facebook. We therefore take into account social interactions of users to make recommendations on learning resources. We propose to make use of graph-walking methods for improving performance of the well-known baseline algorithms. We evaluate the proposed graph-based approach in terms of their ...

  5. Social networks and performance in distributed learning communities

    OpenAIRE

    Cadima, Rita; Ojeda Rodríguez, Jordi; Monguet Fierro, José María

    2012-01-01

    Social networks play an essential role in learning environments as a key channel for knowledge sharing and students' support. In distributed learning communities, knowledge sharing does not occur as spontaneously as when a working group shares the same physical space; knowledge sharing depends even more on student informal connections. In this study we analyse two distributed learning communities' social networks in order to understand how characteristics of the social structure can enhance s...

  6. Social innovation education: towards a framework for learning design

    OpenAIRE

    Alden Rivers, Bethany; Armellini, Alejandro; Maxwell, Rachel; Allen, Sue; Durkin, Chris

    2015-01-01

    Purpose—This paper proposes a theoretical framework to support the embedding of social innovation education in existing academic programmes.\\ud Design/methodology/approach—By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: 1) How can social innovation education be defined? 2) Which learning theories best support social innovation education? 3) How do such learning theories relate to exis...

  7. Getting acquainted through social networking sites: testing a model of online uncertainty reduction and social attraction

    NARCIS (Netherlands)

    Antheunis, M.L.; Valkenburg, P.M.; Peter, J.

    2010-01-01

    The first aim of this study was to examine which uncertainty reduction strategies members of social network sites used to gain information about a person who they had recently met online. The second aim was to investigate whether and how these uncertainty reduction strategies resulted in social

  8. Getting acquainted through social networking sites: Testing a model of online uncertainty reduction and social attraction

    NARCIS (Netherlands)

    Antheunis, M.L.; Valkenburg, P.M.; Peter, J.

    2008-01-01

    The first aim of this study was to examine which uncertainty reduction strategies members of social networking sites used to gain information about a person who they had recently met online. The second aim was to investigate whether and how these uncertainty reduction strategies resulted in social

  9. Students' Participation in Social Networking Sites: Implications for Social Work Education

    Science.gov (United States)

    Mukherjee, Dhrubodhi; Clark, Janet

    2012-01-01

    Social work students have few guidelines to help them evaluate the implication of their posted information on Internet-based social networking sites (SNSs). There is a national trend among employers of human services to cross-check publicly available online information on applicants. Based on data from a survey of 105 baccalaureate and master's…

  10. Glancing up or down: Mood management and selective social comparisons on social networking sites.

    NARCIS (Netherlands)

    Johnson, B.K.; Knobloch-Westerwick, S.

    2014-01-01

    Social networking sites (SNS) provide opportunities for mood management through selective exposure. This study tested the prediction that negative mood fosters self-enhancing social comparisons to SNS profiles. Participants were induced into positive or negative moods and then browsed manipulated

  11. Social Capital, Self-Esteem, and Use of Online Social Network Sites: A Longitudinal Analysis

    Science.gov (United States)

    Steinfield, Charles; Ellison, Nicole B.; Lampe, Cliff

    2008-01-01

    A longitudinal analysis of panel data from users of a popular online social network site, Facebook, investigated the relationship between intensity of Facebook use, measures of psychological well-being, and bridging social capital. Two surveys conducted a year apart at a large U.S. university, complemented with in-depth interviews with 18 Facebook…

  12. Learning disabilities and social problem solving skills

    Directory of Open Access Journals (Sweden)

    Pina Filippello

    2013-09-01

    Full Text Available Normal 0 14 false false false MicrosoftInternetExplorer4 Recent studies showed that children with learning disabilities present significant difficulties in learning as well as in social skills (Siperstein, 2009.Therefore, it was observed how it is difficult for these children to establish adequate relationships, especially to advise coping strategies to face interpersonal conflicts (Oliva & LaGreca, 1988. Accordingly to this argument and with reference to Agaliotis e Kalyva (2004, 2009, this study examines the preferences for strategies to solve an hypothetical conflict on a sample of children with LD in comparison to typical developing peers. They used the method of social story to conduct this research. In fact, researchers asked to the children, after they have listened a short story describing an interpersonal conflict interaction between adult and peers,  which strategies they would have chosen if they were in the same situation and the strategies that would be most appropriate to resolve a conflict. Results obtained from the experiment corroborated literature data and demonstrated that children with LD, in comparison to typical developing peers, use and prefer dysfunctional coping strategies, aggressive or passive, also in relation to the partner interaction (adult or peers to face interpersonal conflict.

  13. It’s all about networking! Empirical investigation of social capital formation on social network sites

    OpenAIRE

    Koroleva, Ksenia; Krasnova, Hanna; Veltri, Natasha F.; Günther, Oliver

    2011-01-01

    As Social Network Sites (SNS) permeate our daily routines, the question whether participation results in value for SNS users becomes particularly acute. This study adopts a 'participation-source-outcome' perspective to explore how distinct uses of SNS generate various types of social capital benefits. Building on existing research, extensive qualitative findings and an empirical study with 253 Facebook users, we uncover the process of social capital formation on SNS. We find that even though ...

  14. Online and Offline Social Networks: Use of Social Networking Sites by Emerging Adults

    Science.gov (United States)

    Subrahmanyam, Kaveri; Reich, Stephanie M.; Waechter, Natalia; Espinoza, Guadalupe

    2008-01-01

    Social networking sites (e.g., MySpace and Facebook) are popular online communication forms among adolescents and emerging adults. Yet little is known about young people's activities on these sites and how their networks of "friends" relate to their other online (e.g., instant messaging) and offline networks. In this study, college students…

  15. Identifying potential kidney donors using social networking web sites.

    Science.gov (United States)

    Chang, Alexander; Anderson, Emily E; Turner, Hang T; Shoham, David; Hou, Susan H; Grams, Morgan

    2013-01-01

    Social networking sites like Facebook may be a powerful tool for increasing rates of live kidney donation. They allow for wide dissemination of information and discussion and could lessen anxiety associated with a face-to-face request for donation. However, sparse data exist on the use of social media for this purpose. We searched Facebook, the most popular social networking site, for publicly available English-language pages seeking kidney donors for a specific individual, abstracting information on the potential recipient, characteristics of the page itself, and whether potential donors were tested. In the 91 pages meeting inclusion criteria, the mean age of potential recipients was 37 (range: 2-69); 88% were US residents. Other posted information included the individual's photograph (76%), blood type (64%), cause of kidney disease (43%), and location (71%). Thirty-two percent of pages reported having potential donors tested, and 10% reported receiving a live-donor kidney transplant. Those reporting donor testing shared more potential recipient characteristics, provided more information about transplantation, and had higher page traffic. Facebook is already being used to identify potential kidney donors. Future studies should focus on how to safely, ethically, and effectively use social networking sites to inform potential donors and potentially expand live kidney donation. © 2013 John Wiley & Sons A/S.

  16. Student’s social interaction in mathematics learning

    Science.gov (United States)

    Apriliyanto, B.; Saputro, D. R. S.; Riyadi

    2018-03-01

    Mathematics learning achievement is influenced by the internal and external factor of the students. One of the influencing external factors is social interaction with friends in learning activities. In modern learning, the learning is student-centered, so the student interaction is needed to learn about certain basic competence. Potential and motivation of students in learning are expected to develop with good social interaction in order to get maximum results. Social interaction is an important aspect of learning Mathematics because students get the opportunity to express their own thoughts in order to encourage a reflection on the knowledge they have. This research uses the correlational descriptive method involving 36 students for the tenth grade, eleventh grade, and twelfth grade of SMA Negeri 1 Wuryantoro and data collecting technique using questionnaire for social interaction and documentation for learning outcome. The result of this research shows that learning achievement and social interaction of students are not good. Based on the result of data analysis, it is shown that the social interaction and Mathematics learning achievement are still in the low level. This research concludes that students’ social interaction influences student learning achievement in Mathematics subjects.

  17. Social outcomes of learning - Response to paper by David Campwell

    DEFF Research Database (Denmark)

    Andersen, John

    Expert kommentar til rapportudkast fra David Cambell (tidligere forskningsassistent for Robert Putman) i OECD projektet SOL (Social Outcomes of Learning). Publiceres senere som Discussionpaper af OECD...

  18. Not-so-social learning strategies.

    Science.gov (United States)

    Heyes, Cecilia; Pearce, John M

    2015-03-07

    Social learning strategies (SLSs) are rules specifying the conditions in which it would be adaptive for animals to copy the behaviour of others rather than to persist with a previously established behaviour or to acquire a new behaviour through asocial learning. In behavioural ecology, cultural evolutionary theory and economics, SLSs are studied using a 'phenotypic gambit'-from a purely functional perspective, without reference to their underlying psychological mechanisms. However, SLSs are described in these fields as if they were implemented by complex, domain-specific, genetically inherited mechanisms of decision-making. In this article, we suggest that it is time to begin investigating the psychology of SLSs, and we initiate this process by examining recent experimental work relating to three groups of strategies: copy when alternative unsuccessful, copy when model successful and copy the majority. In each case, we argue that the reported behaviour could have been mediated by domain-general and taxonomically general psychological mechanisms; specifically, by mechanisms, identified through conditioning experiments, that make associative learning selective. We also suggest experimental manipulations that could be used in future research to resolve more fully the question whether, in non-human animals, SLSs are mediated by domain-general or domain-specific psychological mechanisms. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  19. Cognitive culture: theoretical and empirical insights into social learning strategies.

    Science.gov (United States)

    Rendell, Luke; Fogarty, Laurel; Hoppitt, William J E; Morgan, Thomas J H; Webster, Mike M; Laland, Kevin N

    2011-02-01

    Research into social learning (learning from others) has expanded significantly in recent years, not least because of productive interactions between theoretical and empirical approaches. This has been coupled with a new emphasis on learning strategies, which places social learning within a cognitive decision-making framework. Understanding when, how and why individuals learn from others is a significant challenge, but one that is critical to numerous fields in multiple academic disciplines, including the study of social cognition. Copyright © 2010 Elsevier Ltd. All rights reserved.

  20. Developing Classroom Web Sites for 21st Century Learning

    Science.gov (United States)

    Tingen, Jennifer; Philbeck, Lauren; Holcomb, Lori B.

    2011-01-01

    Classroom Web sites have the potential to support and enhance student learning by targeting 21st century skills, such as collaboration among teachers, students, parents, and other teachers, media literacy, and interpersonal and self-directional skills, as well as thinking and problem-solving skills. Web 2.0 tools such as blogs, vokis, and podcasts…

  1. Positive-Unlabeled Learning for Pupylation Sites Prediction

    Directory of Open Access Journals (Sweden)

    Ming Jiang

    2016-01-01

    Full Text Available Pupylation plays a key role in regulating various protein functions as a crucial posttranslational modification of prokaryotes. In order to understand the molecular mechanism of pupylation, it is important to identify pupylation substrates and sites accurately. Several computational methods have been developed to identify pupylation sites because the traditional experimental methods are time-consuming and labor-sensitive. With the existing computational methods, the experimentally annotated pupylation sites are used as the positive training set and the remaining nonannotated lysine residues as the negative training set to build classifiers to predict new pupylation sites from the unknown proteins. However, the remaining nonannotated lysine residues may contain pupylation sites which have not been experimentally validated yet. Unlike previous methods, in this study, the experimentally annotated pupylation sites were used as the positive training set whereas the remaining nonannotated lysine residues were used as the unlabeled training set. A novel method named PUL-PUP was proposed to predict pupylation sites by using positive-unlabeled learning technique. Our experimental results indicated that PUL-PUP outperforms the other methods significantly for the prediction of pupylation sites. As an application, PUL-PUP was also used to predict the most likely pupylation sites in nonannotated lysine sites.

  2. Social-Emotional Learning and Academic Achievement

    Directory of Open Access Journals (Sweden)

    Meghan P. McCormick

    2015-09-01

    Full Text Available Social-emotional learning (SEL programs have demonstrated positive effects on children’s social-emotional, behavioral, and academic outcomes, as well as classroom climate. Some programs also theorize that program impacts on children’s outcomes will be partially explained by improvements in classroom social processes, namely classroom emotional support and organization. Yet there is little empirical evidence for this hypothesis. Using data from the evaluation of the SEL program INSIGHTS, this article tests whether assignment to INSIGHTS improved low-income kindergarten and first grade students’ math and reading achievement by first enhancing classroom emotional support and organization. Multilevel regression analyses, instrumental variables estimation, and inverse probability of treatment weighting (IPTW were used to conduct quantitative analyses. Across methods, the impact of INSIGHTS on math and reading achievement in first grade was partially explained by gains in both classroom emotional support and organization. The IPTW method revealed that the program impact on reading achievement in first grade was partially explained through an improvement in classroom organization. Implications for research and practice are discussed.

  3. Appropriate User Acceptance Criteria For New Social Media Sites

    OpenAIRE

    Mirsat Yeşiltepe

    2016-01-01

    Nowadays social media sites have attracted many of users and they have become the mostly commonly used websites for public. These websites are used by individuals, small and even big organizations for various purposes, such as meeting your old friends, sharing your own experiences, sharing pictures and videos, promoting businesses, sharing knowledge etc. Their popularity is increasing at an increasing rate. User’s needs are endless so there will be some new area for creating...

  4. Brain anatomy alterations associated with Social Networking Site (SNS) addiction

    OpenAIRE

    He, Qinghua; Turel, Ofir; Bechara, Antoine

    2017-01-01

    This study relies on knowledge regarding the neuroplasticity of dual-system components that govern addiction and excessive behavior and suggests that alterations in the grey matter volumes, i.e., brain morphology, of specific regions of interest are associated with technology-related addictions. Using voxel based morphometry (VBM) applied to structural Magnetic Resonance Imaging (MRI) scans of twenty social network site (SNS) users with varying degrees of SNS addiction, we show that SNS addic...

  5. Exploring Young People's Experiences on Social Networking Sites

    OpenAIRE

    Rehim, Shrehan

    2017-01-01

    Abstract\\ud Online Social Networking Sites (SNS) are a ubiquitous platform for communication and have been considered as one of the most significant changes to how young people interact today. Whilst SNS bring many opportunities, they have also been used as a tool for harassment and abuse online. The term ‘cyberbullying’, is most widely used to describe this phenomenon. A growing body of research demonstrates that cyberbullying has the potential to detrimentally impact young people’s wellbein...

  6. Researchers' attitudes towards the use of social networking sites

    OpenAIRE

    Greifeneder, E.; Pontis, S.; Blandford, A. E.; Attalla, H.; Neal, D.; Schlebbe, K.

    2018-01-01

    Purpose: The purpose of this paper is to better understand why many researchers do not have a profile on social networking sites (SNS), and whether this is the result of conscious decisions. / Design/methodology/approach: Thematic analysis was conducted on a large qualitative data set from researchers across three levels of seniority, four countries and four disciplines to explore their attitudes toward and experiences with SNS. / Findings: The study found much greater scepticism toward adopt...

  7. Social Networking Sites, Depression, and Anxiety: A Systematic Review

    OpenAIRE

    Seabrook, Elizabeth M; Kern, Margaret L; Rickard, Nikki S

    2016-01-01

    Background Social networking sites (SNSs) have become a pervasive part of modern culture, which may also affect mental health. Objective The aim of this systematic review was to identify and summarize research examining depression and anxiety in the context of SNSs. It also aimed to identify studies that complement the assessment of mental illness with measures of well-being and examine moderators and mediators that add to the complexity of this environment. Methods A multidatabase search was...

  8. Health and Social Care Interventions Which Promote Social Participation for Adults with Learning Disabilities: A Review

    Science.gov (United States)

    Howarth, Sharon; Morris, David; Newlin, Meredith; Webber, Martin

    2016-01-01

    People with learning disabilities are among the most socially excluded in society. There is a significant gap in research evidence showing how health and social care workers can intervene to improve the social participation of adults with learning disabilities. A systematic review and modified narrative synthesis was used to appraise the quality…

  9. Social Networks and the Building of Learning Communities: An Experimental Study of a Social MOOC

    Science.gov (United States)

    de Lima, Mariana; Zorrilla, Marta

    2017-01-01

    This study aimed to analyze the student's behaviour in relation to their degree of commitment, participation, and contribution in a MOOC based on a social learning approach. Interaction data was collected on the learning platform and in social networks, both of which were used in the third edition of a social MOOC course. This data was then…

  10. Social media for informal science learning in China: A case study

    Directory of Open Access Journals (Sweden)

    Ke Zhang

    2014-09-01

    Full Text Available This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English. Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b daily tweets related to emerging or ongoing social events or hot topics to provide brief but intriguing knowledge “bites”, which often leads to extended readings and related resources; and (c the integration of social media and traditional face-to-face local events to engage the public in science-related learning and knowledge sharing. Practical and research implications are discussed with suggestions for future research as related to ubiquitous learning communities for informal science learning.

  11. Social learning and the development of individual and group behaviour in mammal societies.

    Science.gov (United States)

    Thornton, Alex; Clutton-Brock, Tim

    2011-04-12

    As in human societies, social learning may play an important role in shaping individual and group characteristics in other mammals. Here, we review research on non-primate mammals, concentrating on work at our long-term meerkat study site, where longitudinal data and field experiments have generated important insights into the role of social learning under natural conditions. Meerkats live under high predation pressure and occupy a difficult foraging niche. Accordingly, pups make extensive use of social information in learning to avoid predation and obtain food. Where individual learning is costly or opportunities are lacking, as in the acquisition of prey-handling skills, adults play an active role in promoting learning through teaching. Social learning can also cause information to spread through groups, but our data suggest that this does not necessarily result in homogeneous, group-wide traditions. Moreover, traditions are commonly eroded by individual learning. We suggest that traditions will only persist where there are high costs of deviating from the group norm or where skill development requires extensive time and effort. Persistent traditions could, theoretically, modify selection pressures and influence genetic evolution. Further empirical studies of social learning in natural populations are now urgently needed to substantiate theoretical claims.

  12. Social Networking Sites (SNSs- Shifting Paradigm of English Language Usage

    Directory of Open Access Journals (Sweden)

    Hetal K. Kachhia

    2014-06-01

    Full Text Available English is the globally accepted language in various nations and professions in different varieties, but the English that has acquired a wider spectrum than all these Englishes is the English used in Social Networking Sites which has changed the scenario of English language usage due to the ease in its accessibility and the kind of flexibility of language usage. The English used in Social Networking Sites like Facebook and Twitter has changed the linguistic behaviour of the people by producing a number of acronyms like BFF, FB etc, creating new verb forms like ‘to tweet’ or nouns like ‘tweeple’ or producing many compound nouns such as ‘netiquette’, changing the meaning of traditional verbs and nouns by introducing new meanings to them, e.g. the word ‘friend’ is used to refer “someone to an online list of acquaintances”, and by making use of prefixes like ‘un’ for the purpose of conveying the meaning of negation as in ‘unlike a comment/update’ by ignoring its original prefix ‘dis’ for referring the antonym of ‘like’. By emphasizing on the aim of communication, grammar and vocabulary are put on the peripheral value in Social Networking Sites. Therefore, the focal point of this paper is to study the changes in the linguistic behaviour of the people caused by the SNSs.

  13. Discussion Paper Social and emotional learning for children with Learning Disability: Implications for inclusion.

    Directory of Open Access Journals (Sweden)

    Valeria Cavioni

    2017-11-01

    Full Text Available This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD. The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and self-esteem, and externalized and internalized behavior problems. The relationship between social and emotional learning programmes and learning disability is then discussed, underlining the benefits of social and emotional learning for students with LD. The paper concludes by highlighting the need for universal social and emotional learning as a vehicle for the academic and social inclusion of students with LD.

  14. The Effect of Socially Shared Regulation Approach on Learning Performance in Computer-Supported Collaborative Learning

    Science.gov (United States)

    Zheng, Lanqin; Li, Xin; Huang, Ronghuai

    2017-01-01

    Students' abilities to socially shared regulation of their learning are crucial to productive and successful collaborative learning. However, how group members sustain and regulate collaborative processes is a neglected area in the field of collaborative learning. Furthermore, how group members engage in socially shared regulation still remains to…

  15. Social learning in the ultimatum game.

    Science.gov (United States)

    Zhang, Boyu

    2013-01-01

    In the ultimatum game, two players divide a sum of money. The proposer suggests how to split and the responder can accept or reject. If the suggestion is rejected, both players get nothing. The rational solution is that the responder accepts even the smallest offer but humans prefer fair share. In this paper, we study the ultimatum game by a learning-mutation process based on quantal response equilibrium, where players are assumed boundedly rational and make mistakes when estimating the payoffs of strategies. Social learning is never stabilized at the fair outcome or the rational outcome, but leads to oscillations from offering 40 percent to 50 percent. To be precise, there is a clear tendency to increase the mean offer if it is lower than 40 percent, but will decrease when it reaches the fair offer. If mutations occur rarely, fair behavior is favored in the limit of local mutation. If mutation rate is sufficiently high, fairness can evolve for both local mutation and global mutation.

  16. Developing Social and Emotional Aspects of Learning: The American Experience

    Science.gov (United States)

    Elias, Maurice J.; Moceri, Dominic C.

    2012-01-01

    Developments in American policy, research and professional development to promote social and emotional learning in schools have drawn on work carried out by the Collaborative for Academic, Social, and Emotional Learning (CASEL), encouraged by the popular and political catalyst of Daniel Goleman's work on emotional intelligence. Based on CASEL's…

  17. Social Learning, Reinforcement and Crime: Evidence from Three European Cities

    Science.gov (United States)

    Tittle, Charles R.; Antonaccio, Olena; Botchkovar, Ekaterina

    2012-01-01

    This study reports a cross-cultural test of Social Learning Theory using direct measures of social learning constructs and focusing on the causal structure implied by the theory. Overall, the results strongly confirm the main thrust of the theory. Prior criminal reinforcement and current crime-favorable definitions are highly related in all three…

  18. Measuring Social Learning in Participatory Approaches to Natural Resource Management

    NARCIS (Netherlands)

    Wal, van der M.M.; Kraker, de J.; Offermans, A.; Kroeze, C.; Kirschner, P.; Ittersum, van M.K.

    2014-01-01

    The role of social learning as a governance mechanism in natural resource management has been frequently highlighted, but progress in finding evidence for this role and gaining insight into the conditions that promote it are hampered by the lack of operational definitions of social learning and

  19. Measuring social learning in participatory approaches to natural resource management.

    NARCIS (Netherlands)

    Van der Wal, Merel; De Kraker, Joop; Offermans, Astrid; Kroeze, Carolien; Kirschner, Paul A.; Van Ittersum, Martin

    2018-01-01

    The role of social learning as a governance mechanism in natural resource management has been frequently highlighted, but progress in finding evidence for this role and gaining insight into the conditions that promote it are hampered by the lack of operational definitions of social learning and

  20. Social networks as ICT collaborative and supportive learning media ...

    African Journals Online (AJOL)

    ... ICT collaborative and supportive learning media utilisation within the Nigerian educational system. The concept of ICT was concisely explained vis-à-vis the social network concept, theory and collaborative and supportive learning media utilisation. Different types of social network are highlighted among which Facebook, ...

  1. Online Learning for Social Constructivism: Creating a Conducive ...

    African Journals Online (AJOL)

    On-line learning is a process which is facilitated through the use of the Internet and the World Wide Web. It has the potential for stimulating learning on a social constructivist paradigm given the wide range of applications available on the Internet and the web. The social constructivist paradigm is associated with creative ...

  2. Theoretical Foundations for Enhancing Social Connectedness in Online Learning Environments

    Science.gov (United States)

    Slagter van Tryon, Patricia J.; Bishop, M. J.

    2009-01-01

    Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face-to-face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning…

  3. From Personal to Social: Learning Environments that Work

    Science.gov (United States)

    Camacho, Mar; Guilana, Sonia

    2011-01-01

    VLE (Virtual Learning Environments) are rapidly falling short to meet the demands of a networked society. Web 2.0 and social networks are proving to offer a more personalized, open environment for students to learn formally as they are already doing informally. With the irruption of social media into society, and therefore, education, many voices…

  4. An Analytical framework of social learning facilitated by participatory methods

    NARCIS (Netherlands)

    Scholz, G.; Dewulf, A.; Pahl-Wostl, C.

    2014-01-01

    Social learning among different stakeholders is often a goal in problem solving contexts such as environmental management. Participatory methods (e.g., group model-building and role playing games) are frequently assumed to stimulate social learning. Yet understanding if and why this assumption is

  5. Towards a Social Networks Model for Online Learning & Performance

    Science.gov (United States)

    Chung, Kon Shing Kenneth; Paredes, Walter Christian

    2015-01-01

    In this study, we develop a theoretical model to investigate the association between social network properties, "content richness" (CR) in academic learning discourse, and performance. CR is the extent to which one contributes content that is meaningful, insightful and constructive to aid learning and by social network properties we…

  6. The Impact of Social Media on Informal Learning in Museums

    Science.gov (United States)

    Russo, Angelina; Watkins, Jerry; Groundwater-Smith, Susan

    2009-01-01

    This paper posits that social networking can take a central role in learning in informal environments such as museums, libraries and galleries. It argues that social media offers young people agency previously unavailable in informal learning environments in order to explore complex responses to and participation with cultural content. The paper…

  7. Social Learning: Medical Student Perceptions of Geriatric House Calls

    Science.gov (United States)

    Abbey, Linda; Willett, Rita; Selby-Penczak, Rachel; McKnight, Roberta

    2010-01-01

    Bandura's social learning theory provides a useful conceptual framework to understand medical students' perceptions of a house calls experience at Virginia Commonwealth University School of Medicine. Social learning and role modeling reflect Liaison Committee on Medical Education guidelines for "Medical schools (to) ensure that the learning…

  8. A Learning Architecture: How School Leaders Can Design for Learning Social Justice

    Science.gov (United States)

    Scanlan, Martin

    2013-01-01

    Purpose: The field of socially just educational leadership focuses on reducing inequities within schools. The purpose of this article is to illustrate how one strand of social learning theory, communities of practice, can serve as a powerful tool for analyzing learning within a school ostensibly pursuing social justice. The author employs a core…

  9. Why Teach Social Entrepreneurship: Enhance Learning and University-Community Relations through Service-Learning Outreach

    Science.gov (United States)

    Wessel, Stacy; Godshalk, Veronica M.

    2004-01-01

    This article focuses on providing a convincing argument for incorporating social entrepreneurship into the business professor's classroom. The outreach provided by social entrepreneurship enhances learning and promotes university-community relations. Service-learning engagement activities, in the form of social entrepreneurship, create a three-way…

  10. Consistent individual differences in human social learning strategies.

    Science.gov (United States)

    Molleman, Lucas; van den Berg, Pieter; Weissing, Franz J

    2014-04-04

    Social learning has allowed humans to build up extensive cultural repertoires, enabling them to adapt to a wide variety of environmental and social conditions. However, it is unclear which social learning strategies people use, especially in social contexts where their payoffs depend on the behaviour of others. Here we show experimentally that individuals differ in their social learning strategies and that they tend to employ the same learning strategy irrespective of the interaction context. Payoff-based learners focus on their peers' success, while decision-based learners disregard payoffs and exclusively focus on their peers' past behaviour. These individual differences may be of considerable importance for cultural evolution. By means of a simple model, we demonstrate that groups harbouring individuals with different learning strategies may be faster in adopting technological innovations and can be more efficient through successful role differentiation. Our study highlights the importance of individual variation for human interactions and sheds new light on the dynamics of cultural evolution.

  11. Social learning of an associative foraging task in zebrafish

    Science.gov (United States)

    Zala, Sarah M.; Määttänen, Ilmari

    2013-05-01

    The zebrafish ( Danio rerio) is increasingly becoming an important model species for studies on the genetic and neural mechanisms controlling behaviour and cognition. Here, we utilized a conditioned place preference (CPP) paradigm to study social learning in zebrafish. We tested whether social interactions with conditioned demonstrators enhance the ability of focal naïve individuals to learn an associative foraging task. We found that the presence of conditioned demonstrators improved focal fish foraging behaviour through the process of social transmission, whereas the presence of inexperienced demonstrators interfered with the learning of the control focal fish. Our results indicate that zebrafish use social learning for finding food and that this CPP paradigm is an efficient assay to study social learning and memory in zebrafish.

  12. Social Network Site Usage and Personal Relations of Migrants

    Directory of Open Access Journals (Sweden)

    Elena Damian

    2014-11-01

    Full Text Available In this study, we examine the relation between social network site (SNS usage and the personal networks of immigrants, using a unique dataset composed of a representative sample of immigrants living in the Netherlands. In theory, SNSs can be a helpful tool for immigrants, because they may help establish social ties in the destination country and help maintain ties with people in the country of origin. We examine whether this is also true in practice by analyzing whether the frequency of using two SNSs—Facebook and Hyves (a Dutch SNS—is associated with the number of ingroup and outgroup ties, as well as the quality of social relations. In addition, we test whether general emotional disclosure boosts the effect of SNS usage on the quality of relationships. We find that SNS usage is associated with more outgroup ties, but not with more ingroup ties. Our analyses also show that SNS usage is associated with greater quality social relationships among migrants. Contrary to our expectations, we found no interaction between general emotional disclosure and SNS usage on satisfaction with social relations. The implications of these findings are discussed.

  13. Lifelong Learning as Social Need and as Policy Discourse

    DEFF Research Database (Denmark)

    Rasmussen, Palle

    2009-01-01

    Lifelong learning is a key concept in EU policy documents not only on education, but also on economic competitiveness and social cohesion. The discourse on lifelong learning has been strongly criticised by educational researchers, who document that it often reflects narrow notions of learning and...

  14. Selective social learning in infancy: looking for mechanisms.

    Science.gov (United States)

    Crivello, Cristina; Phillips, Sara; Poulin-Dubois, Diane

    2018-05-01

    Although there is mounting evidence that selective social learning begins in infancy, the psychological mechanisms underlying this ability are currently a controversial issue. The purpose of this study is to investigate whether theory of mind abilities and statistical learning skills are related to infants' selective social learning. Seventy-seven 18-month-olds were first exposed to a reliable or an unreliable speaker and then completed a word learning task, two theory of mind tasks, and a statistical learning task. If domain-general abilities are linked to selective social learning, then infants who demonstrate superior performance on the statistical learning task should perform better on the selective learning task, that is, should be less likely to learn words from an unreliable speaker. Alternatively, if domain-specific abilities are involved, then superior performance on theory of mind tasks should be related to selective learning performance. Findings revealed that, as expected, infants were more likely to learn a novel word from a reliable speaker. Importantly, infants who passed a theory of mind task assessing knowledge attribution were significantly less likely to learn a novel word from an unreliable speaker compared to infants who failed this task. No such effect was observed for the other tasks. These results suggest that infants who possess superior social-cognitive abilities are more apt to reject an unreliable speaker as informant. A video abstract of this article can be viewed at: https://youtu.be/zuuCniHYzqo. © 2017 John Wiley & Sons Ltd.

  15. Problem-Based Learning in Social Work Education

    DEFF Research Database (Denmark)

    Monrad, Merete; Mølholt, Anne-Kirstine

    2017-01-01

    ’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when...

  16. Education, Parenting and Family: The Social Geographies of Family Learning

    Science.gov (United States)

    Wainwright, Emma; Marandet, Elodie

    2017-01-01

    This paper explores the relationship between education, parenting and family through the prism and particularities of family learning. Family learning is an example of an educational initiative, primarily aimed at parents and linked to wider policy concerns, which can be explored through a mapping of its social geographies; family learning is…

  17. Multi-dimensional technology-enabled social learning approach

    DEFF Research Database (Denmark)

    Petreski, Hristijan; Tsekeridou, Sofia; Prasad, Neeli R.

    2013-01-01

    ’t respond to this systemic and structural changes and/or challenges and retains its status quo than it is jeopardizing its own existence or the existence of the education, as we know it. This paper aims to precede one step further by proposing a multi-dimensional approach for technology-enabled social...... in learning while socializing within their learning communities. However, their “educational” usage is still limited to facilitation of online learning communities and to collaborative authoring of learning material complementary to existing formal (e-) learning services. If the educational system doesn...

  18. Pedagogical Agents as Learning Companions: Building Social Relations with Learners

    OpenAIRE

    Kim, Yanghee

    2005-01-01

    This study examined the potential of pedagogical agents as learning companions (PALs) to build social relations with learners and, consequently, to motivate learning. The study investigated the impact of PAL affect (positive vs. negative vs. neutral), PAL gender (male vs. female), and learner gender (male vs. female) on learners’ social judgments, motivation, and learning in a controlled experiment. Participants were 142 college students in a computer-literacy course. Overall, the results ind...

  19. Online Social Media Applications for Constructivism and Observational Learning

    OpenAIRE

    Lydia Mbati

    2013-01-01

    Web 2.0 technologies have a range of possibilities for fostering constructivist learning and observational learning. This is due to the available applications which allow for synchronous and asynchronous interaction and the sharing of knowledge between users. Web 2.0 tools include online social media applications which have potential pedagogical benefits. Despite these potential benefits, there is inadequate utilization of online social media applications in learning management systems for pe...

  20. CCS acceptability: social site characterization and advancing awareness at prospective storage sites in Poland and Scotland

    International Nuclear Information System (INIS)

    Brunsting, Suzanne; Mastop, Jessanne; Kaiser, Marta; Zimmer, Rene; Shackley, Simon; Mabon, Leslie; Howell, Rhys

    2015-01-01

    This paper summarizes the work on the social dimension conducted within the EU FP7 SiteChar project. The most important aim of the research was to advance public awareness and draw lessons for successful public engagement activities when developing a CO 2 storage permit application. To this end, social site characterization (e.g. representative surveys) and public participation activities (focus conference) were conducted at two prospective Carbon Capture and Storage (CCS) sites: an onshore site in Poland and an offshore site in Scotland. The research consisted of four steps over a time period of 1.5 year, from early 2011 to mid-2012. The first step consisted of four related qualitative and quantitative research activities to provide a social characterization of the areas: desk research, stakeholder interviews, media analyses, and a survey among representative samples of the local community. The aim was to identify: - stakeholders or interested parties; - factors that may drive their perceptions of and attitudes towards CCS. Results were used to as input for the second step, in which a new format for public engagement named 'focus conferences' was tested at both sites involving a small sample of the local community. The third step consisted of making available generic as well as site-specific information to the general and local public, by: - setting up a bilingual set of information pages on the project web site suitable for a lay audience; - organizing information meetings at both sites that were open to all who took interest. The fourth step consisted of a second survey among a new representative sample of the local community. The survey was largely identical to the survey in step 1 to enable the monitoring of changes in awareness, knowledge and opinions over time. Results provide insight in the way local CCS plans may be perceived by the local stakeholders, how this can be reliably assessed at early stage without raising unnecessary concerns, and how

  1. Social Network Sites (SNS): do they match ? Definitions and methods for social sciences and marketing research

    OpenAIRE

    Stenger, Thomas; Coutant, Alexandre

    2009-01-01

    Social Networks Sites (SNS) such as Facebook, MySpace, Skyrock.com or Linkedin have become new fields of investigation for marketing. Even though the phenomenon has met with an amazing popular success, only a few scientific works have been published on this subject. This article proposes initially to evaluate the situation by a review of the experts' discourses and, then, a an analysis of the texts in core disciplines specialising in social networks analysis (mainly sociometry, anthropology a...

  2. Satisfying needs through Social Networking Sites: A pathway towards problematic Internet use for socially anxious people?

    OpenAIRE

    Silvia Casale, Silvia Casale; Giulia Fioravanti, Giulia Fioravanti

    2017-01-01

    Introduction: Following the theoretical frameworks of the dual-factor model of Facebook use and the Self Determination Theory, the present study hypothesizes that the satisfaction of unmet needs through Social Networking Sites (SNSs) may represent a pathway towards problematic use of Internet communicative services (GPIU) for socially anxious people. Methods: Four hundred undergraduate students (females = 51.8%; mean age = 22.45 + 2.09) completed three brief scales measuring the satisfacti...

  3. Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

    Science.gov (United States)

    Chen, Chih-Ming; Chang, Chia-Cheng

    2014-01-01

    Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

  4. Delta Learning Rule for the Active Sites Model

    OpenAIRE

    Lingashetty, Krishna Chaithanya

    2010-01-01

    This paper reports the results on methods of comparing the memory retrieval capacity of the Hebbian neural network which implements the B-Matrix approach, by using the Widrow-Hoff rule of learning. We then, extend the recently proposed Active Sites model by developing a delta rule to increase memory capacity. Also, this paper extends the binary neural network to a multi-level (non-binary) neural network.

  5. Intoxigenic digital spaces? Youth, social networking sites and alcohol marketing.

    Science.gov (United States)

    Griffiths, Richard; Casswell, Sally

    2010-09-01

    To examine how young people in New Zealand engage with alcohol and reproduce alcohol marketing messages and alcohol-related branding in 'Bebo', a popular social networking site (SNS) on the Internet. Data are drawn from information posted on approximately 150 Bebo Web pages and analysed by way of textual analysis and cyberspace ethnography. Social networking sites, such as Bebo, provide young people with a digital space in which to share a range of alcohol marketing messages via peer-to-peer transmission. Bebo also enables youth to communicate to one another how they consume alcohol and their views of alcohol marketing messages. The information being shared by young people who use Bebo is openly provided in the form of personal information, forum comments, digital photographs and answering quizzes about their engagement with alcohol. Through this sharing of information in the digital Internet environment, young people are creating 'intoxigenic social identities' as well as 'intoxigenic digital spaces' that further contribute towards the normalisation of youth consumption of alcohol. A better understanding of how youth are using the Internet to share their experiences with alcohol and engagement with alcohol-related messages is crucial to public health research as alcohol marketing practices rapidly evolve.

  6. Overview of Privacy in Social Networking Sites (SNS)

    Science.gov (United States)

    Powale, Pallavi I.; Bhutkar, Ganesh D.

    2013-07-01

    Social Networking Sites (SNS) have become an integral part of communication and life style of people in today's world. Because of the wide range of services offered by SNSs mostly for free of cost, these sites are attracting the attention of all possible Internet users. Most importantly, users from all age groups have become members of SNSs. Since many of the users are not aware of the data thefts associated with information sharing, they freely share their personal information with SNSs. Therefore, SNSs may be used for investigating users' character and social habits by familiar or even unknown persons and agencies. Such commercial and social scenario, has led to number of privacy and security threats. Though, all major issues in SNSs need to be addressed, by SNS providers, privacy of SNS users is the most crucial. And therefore, in this paper, we have focused our discussion on "privacy in SNSs". We have discussed different ways of Personally Identifiable Information (PII) leakages from SNSs, information revelation to third-party domains without user consent and privacy related threats associated with such information sharing. We expect that this comprehensive overview on privacy in SNSs will definitely help in raising user awareness about sharing data and managing their privacy with SNSs. It will also help SNS providers to rethink about their privacy policies.

  7. A model of using social media for collaborative learning to enhance learners’ performance on learning

    Directory of Open Access Journals (Sweden)

    Waleed Mugahed Al-Rahmi

    2017-10-01

    Full Text Available Social media has been always described as the channel through which knowledge is transmitted between communities and learners. This social media has been utilized by colleges in a way to encourage collaborative learning and social interaction. This study explores the use of social media in the process of collaborative learning through learning Quran and Hadith. Through this investigation, different factors enhancing collaborative learning in learning Quran and Hadith in the context of using social media are going to be examined. 340 respondents participated in this study. The structural equation modeling (SEM was used to analyze the data obtained. Upon analysis and structural model validities, the study resulted in a model used for measuring the influences of the different variables. The study reported direct and indirect significant impacts of these variables on collaborative learning through the use of social media which might lead to a better performance by learners.

  8. Analyzing stakeholders' workshop dialogue for evidence of social learning

    Directory of Open Access Journals (Sweden)

    Amanda L. Bentley Brymer

    2018-03-01

    Full Text Available After much debate and synthesis, social learning scholarship is entering an era of empirical research. Given the range across individual-, network-, and systems-level perspectives and scales, clear documentation of social learning processes is critical for making claims about social learning outcomes and their impacts. Past studies have relied on participant recall and concept maps to document perceptions of social learning process and outcome. Using an individual-centric perspective and importing ideas from communication and psychology on question-answer learning through conversational agents, we contribute an expanded conceptual framework and qualitative analytical strategy for assessing stakeholder dialogue for evidence of social learning. We observed stakeholder dialogue across five workshops coordinated for the Bruneau-Owyhee Sage-Grouse Habitat Project (BOSH in Owyhee County, Idaho, USA. Participants' dialogue was audio recorded, transcribed, and analyzed for cross-case patterns. Deductive and inductive coding techniques were applied to illuminate cognitive, relational, and epistemic dimensions of learning and topics of learning. A key finding supports our inclusion of the epistemic dimension and highlights a need for future research: although some participants articulated epistemic positions, they did not challenge each other to share sources or justify factual claims. These findings align with previous research suggesting that, in addition to considering diversity and representation (who is at the table, we should pay more attention to how participants talk, perhaps prompting specific patterns of speech as we endeavor to draw causal connections between social learning processes and outcomes.

  9. Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

    Science.gov (United States)

    Herpratiwi; Darsono; Sasmiati; Pujiyatli

    2018-01-01

    Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

  10. Projecting the Mental Model of Social Networking Site Usage

    Directory of Open Access Journals (Sweden)

    Chun-Hui Wu

    2018-01-01

    Full Text Available The growth of online social networking sites (SNS has created a new world of connection and communication for online users. SNS usage has become an important part of people’s daily lives. This study aims to obtain new insights towards SNS usage behaviour. Based on participants’ mental models, it is hoped to make more clear exposition about their perceptions and experiences as well as to explore what factors affect their behaviour for using social networking sites. A blend of qualitative methodologies was adopted for data collection and analysis, including the Zaltman metaphor elicitation technique (ZMET method, the laddering technique, and the means-end chain theory. The results of this study show that the most important values of using SNS include its convenience, maintaining relationship, gaining relaxation, as well as reaching coherence. Additionally, participants pointed out they cared about their online privacy issues very much and had found some potential dangers; however, they continued to use these sites because of the great benefits and enjoyment.

  11. Exploring Student’s Blended Learning through Social Media

    OpenAIRE

    Leon Andretti Abdillah

    2016-01-01

    Information technology (IT) has been used widely in many aspects of our daily life. After discuss politics related aspects for some articles. In this article author would like to discuss social media for students learning environment. Social media as a leading application on the internet has changed many aspects of life become more globalized. This article discusses the use of social media to support learning activities for students in the faculty of computer science. The author uses Facebook...

  12. Learning Opportunities in PhD Supervisory Talks: A Social Constructionist Perspective

    Science.gov (United States)

    Tian, Wenwen; Singhasiri, Wareesiri

    2016-01-01

    Although PhD supervision has been recognised as an educative process and a complex pedagogy for decades, there is little research into on-site pedagogic processes. Informed by social constructionism and a Foucauldian approach, this qualitative case study explores how learning opportunities were created by analysing both a supervisor's verbal…

  13. LearnWeb 2.0. Integrating Social Software for Lifelong Learning.

    NARCIS (Netherlands)

    Marenzi, Ivana; Demidova, Elena; Nejdl, Wolfgang

    2008-01-01

    Marenzi, I., Demidova, E., & Nejdl, W. (2008). LearnWeb 2.0. Integrating Social Software for Lifelong Learning. Proceedings of the ED-Media 2008. World Conference on Educational Multimedia, Hypermedia & Telecommunications. June, 30 - July, 4, 2008, Austria, Vienna.

  14. Socially Challenged Collaborative Learning of Secondary School Students in Singapore

    Directory of Open Access Journals (Sweden)

    Christopher Pang

    2018-02-01

    Full Text Available Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning will occur naturally once students are assigned to work in groups. In examining students’ dissatisfaction when working in groups, this study highlighted the importance of surfacing these hidden assumptions for careful scrutiny. The key factors identified were centered on the need to address social challenges within collaborative learning. These included a pragmatic, results-oriented approach with limited interpersonal engagement used by students that can compromise collaborative learning outcomes. Having a deeper understanding of the challenges that resulted from limited social interactions provides educators with insights when designing classroom and online learning activities. This paper contributes to the understanding of groups’ active learning to inform pedagogical practices for educators engaged in designing better collaborative learning experiences. Educators and curriculum designers need to be aware of the social drawbacks in collaborative learning in order to design a more socially engaging learning environment.

  15. Social learning and innovation. Ice fishing communities on Lake Milles Lacs

    NARCIS (Netherlands)

    Assche, van K.; Beunen, R.; Holm, J.; Lo, M.

    2013-01-01

    Social learning took place largely outside the sphere of government and spurred substantial technological and institutional innovation. Unique patterns of networks, informal institutions and social learning environments delineate options for social learning that are more likely to succeed, to lead

  16. Social Networking Sites, Depression, and Anxiety: A Systematic Review.

    Science.gov (United States)

    Seabrook, Elizabeth M; Kern, Margaret L; Rickard, Nikki S

    2016-11-23

    Social networking sites (SNSs) have become a pervasive part of modern culture, which may also affect mental health. The aim of this systematic review was to identify and summarize research examining depression and anxiety in the context of SNSs. It also aimed to identify studies that complement the assessment of mental illness with measures of well-being and examine moderators and mediators that add to the complexity of this environment. A multidatabase search was performed. Papers published between January 2005 and June 2016 relevant to mental illness (depression and anxiety only) were extracted and reviewed. Positive interactions, social support, and social connectedness on SNSs were consistently related to lower levels of depression and anxiety, whereas negative interaction and social comparisons on SNSs were related to higher levels of depression and anxiety. SNS use related to less loneliness and greater self-esteem and life satisfaction. Findings were mixed for frequency of SNS use and number of SNS friends. Different patterns in the way individuals with depression and individuals with social anxiety engage with SNSs are beginning to emerge. The systematic review revealed many mixed findings between depression, anxiety, and SNS use. Methodology has predominantly focused on self-report cross-sectional approaches; future research will benefit from leveraging real-time SNS data over time. The evidence suggests that SNS use correlates with mental illness and well-being; however, whether this effect is beneficial or detrimental depends at least partly on the quality of social factors in the SNS environment. Understanding these relationships will lead to better utilization of SNSs in their potential to positively influence mental health. ©Elizabeth M Seabrook, Margaret L Kern, Nikki S Rickard. Originally published in JMIR Mental Health (http://mental.jmir.org), 23.11.2016.

  17. Social Networking Sites, Depression, and Anxiety: A Systematic Review

    Science.gov (United States)

    Kern, Margaret L; Rickard, Nikki S

    2016-01-01

    Background Social networking sites (SNSs) have become a pervasive part of modern culture, which may also affect mental health. Objective The aim of this systematic review was to identify and summarize research examining depression and anxiety in the context of SNSs. It also aimed to identify studies that complement the assessment of mental illness with measures of well-being and examine moderators and mediators that add to the complexity of this environment. Methods A multidatabase search was performed. Papers published between January 2005 and June 2016 relevant to mental illness (depression and anxiety only) were extracted and reviewed. Results Positive interactions, social support, and social connectedness on SNSs were consistently related to lower levels of depression and anxiety, whereas negative interaction and social comparisons on SNSs were related to higher levels of depression and anxiety. SNS use related to less loneliness and greater self-esteem and life satisfaction. Findings were mixed for frequency of SNS use and number of SNS friends. Different patterns in the way individuals with depression and individuals with social anxiety engage with SNSs are beginning to emerge. Conclusions The systematic review revealed many mixed findings between depression, anxiety, and SNS use. Methodology has predominantly focused on self-report cross-sectional approaches; future research will benefit from leveraging real-time SNS data over time. The evidence suggests that SNS use correlates with mental illness and well-being; however, whether this effect is beneficial or detrimental depends at least partly on the quality of social factors in the SNS environment. Understanding these relationships will lead to better utilization of SNSs in their potential to positively influence mental health. PMID:27881357

  18. Multidimensional scaling of ideological landscape on social network sites

    Science.gov (United States)

    Lee, Deokjae; Hahn, Kyu S.; Park, Juyong

    2012-02-01

    Social network sites (SNSs) are valuable source of information on various subjects in network science. Recently, political activity of SNSs users has increasing attention and is an interesting interdisciplinary subject of physical and social science. In this work, we measure ideological positions of the legislators of U.S. and South Korea (S.K.) evaluated by Twitter users, using the information employed in the bipartite network structure of the legislators and their Twitter followers. We compare the result with ideological positions constructed from roll call record of the legislators. This shows there is a discrepancy between the ideological positions evaluated by Twitter users and actual positions estimated from roll call votes in S.K. We also asses the ideological positions of the Twitter users themselves and analyze the distribution of the positions.

  19. Factors Affecting Intention to Use in Social Networking Sites: An Empirical Study on Thai Society

    Science.gov (United States)

    Jairak, Rath; Sahakhunchai, Napath; Jairak, Kallaya; Praneetpolgrang, Prasong

    This research aims to explore the factors that affect the intention to use in Social Networking Sites (SNS). We apply the theory of Technology Acceptance Model (TAM), intrinsic motivation, and trust properties to develop the theoretical framework for SNS users' intention. The results show that the important factors influencing SNS users' intention for general purpose and collaborative learning are task-oriented, pleasure-oriented, and familiarity-based trust. In marketing usage, dispositional trust and pleasure-oriented are two main factors that reflect intention to use in SNS.

  20. Growing up wired: social networking sites and adolescent psychosocial development.

    Science.gov (United States)

    Spies Shapiro, Lauren A; Margolin, Gayla

    2014-03-01

    Since the advent of social networking site (SNS) technologies, adolescents' use of these technologies has expanded and is now a primary way of communicating with and acquiring information about others in their social network. Overall, adolescents and young adults' stated motivations for using SNSs are quite similar to more traditional forms of communication-to stay in touch with friends, make plans, get to know people better, and present oneself to others. We begin with a summary of theories that describe the role of SNSs in adolescents' interpersonal relationships, as well as common methodologies used in this field of research thus far. Then, with the social changes that occur throughout adolescence as a backdrop, we address the ways in which SNSs intersect with key tasks of adolescent psychosocial development, specifically peer affiliation and friendship quality, as well as identity development. Evidence suggests that SNSs differentially relate to adolescents' social connectivity and identity development, with sociability, self-esteem, and nature of SNS feedback as important potential moderators. We synthesize current findings, highlight unanswered questions, and recommend both methodological and theoretical directions for future research.

  1. African Americans and Network Disadvantage: Enhancing Social Capital through Participation on Social Networking Sites

    Directory of Open Access Journals (Sweden)

    Danielle Taana Smith

    2013-03-01

    Full Text Available This study examines the participation of African Americans on social networking sites (SNS, and evaluates the degree to which African Americans engage in activities in the online environment to mitigate social capital deficits. Prior literature suggests that compared with whites, African Americans have less social capital that can enhance their socio-economic mobility. As such, my research question is: do African Americans enhance their social capital through their participation on SNS? I use nationally representative data collected from the Pew Internet and American Life Project to explore the research question. The results suggest that the online environment is potentially a space in which African Americans can lessen social capital deficits.

  2. Corporate Social Responsibility In Turkey: An Analysis Through Web Sites

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    Burcu EKER AKGÖZ

    2016-06-01

    Full Text Available In today’s business environment, there is no chance for a corporation to be succeeded simply by doing profit oriented business. Corporations are the living entities along with their stakeholders therefore corporations are expected to be responsive on the cultural, environmental and economic issues of society. Socially responsible programs that corporations execute would contribute the corporate image and reputation. Furthermore, these programs benefit both corporations and society. The aim of this study is to examine the presence and organization of information on corporate responsibility present on the corporate web sites of companies which are in the Capital top 500 list. We will choose the top 100 companies on the top 500 list. By using content analysis, identified corporate responsibility issues will be analyzed. In this study, the information given in the web sites of these top 100 companies will be analyzed. We will be examining how the information is organized, presented, and related to the corporate responsibilities.

  3. What do we mean by social networking sites?

    Science.gov (United States)

    La Sala, Louise; Skues, Jason; Wise, Lisa

    2014-01-01

    The purpose of this study was to explore people's conceptual understanding of Social Networking Sites (SNSs) through exploring the combined use of a range of popular SNSs, including Facebook, Twitter, Myspace, Instagram, Tumblr, LinkedIn and Google Plus. Seventy-three adults, aged 18 to 63, participated in an online survey that used open-ended questions to ask how participants define and use different SNSs. Four themes were identified, including the explicit presentation and interpretation of different selves, the love-hate relationship with SNSs, privacy and danger concerns, and limited SNS knowledge. The findings from this study suggest that researchers need to consider how people use SNSs in combination as this influences the decisions people make about which SNS accounts they use and how they present themselves on these sites.

  4. Do highly cited clinicians get more citations when being present at social networking sites?

    Directory of Open Access Journals (Sweden)

    Fatemeh Ramezani-Pakpour-Langeroudi

    2018-01-01

    Conclusion: It seems putting the papers in social networking sites can influence the citation rate. We recommend all scientists to be present at social networking sites to have better chance of visibility and also citation.

  5. eWOM credibility on social networking sites: A framework

    OpenAIRE

    Moran, Gillian; Muzellec, Laurent

    2017-01-01

    Social networking sites (SNS) offer brands the ability to spread positive electronic Word of Mouth (eWOM) for the purposes of building awareness and acquiring new customers. However, the credibility of eWOM is threatened of late as marketers increasingly try to manipulate eWOM practices on SNS. A greater understanding of eWOM credibility is necessary to better enable marketers to leverage true consumer engagement by generating credible peer-to-peer communications. Yet, to date, there is no on...

  6. Prosocial effects of prolactin in male rats: Social recognition, social approach and social learning.

    Science.gov (United States)

    Donhoffner, Mary E; Al Saleh, Samar; Schink, Olivia; Wood, Ruth I

    2017-11-01

    Prolactin (PRL) and oxytocin (OT) are pituitary hormones essential for lactation, but also promote sexual behavior. OT stimulates social behaviors, such as recognition, approach, and learning, but less is known about PRL in these behaviors. Since PRL and OT have complementary functions in reproduction, we hypothesized that PRL increases social recognition, approach, and learning. Male Long-Evans rats received ovine PRL (oPRL; 0.5, 2.0 or 5.0mg/kg), the PRL antagonist bromocriptine (0.1, 3.0 or 5.0mg/kg) or saline 20 mins before testing for recognition of familiar vs. unfamiliar stimulus males. Saline controls preferred the unfamiliar male (psocial approach, we determined if PRL restores approach 2h after defeat by an aggressive male. Defeated rats avoided the aggressive male. 2mg/kg oPRL, before or after defeat, restored approach towards the aggressive male (psocial learning, we tested social transmission of food preference. Rats choose between two unfamiliar flavors, one of which they have previously been exposed to through interaction with a demonstrator rat. Vehicle controls preferred chow with the demonstrated flavor over the novel flavor. oPRL-treated rats were similar. Bromocriptine-treated rats failed to show a preference. When tested one week later, only oPRL-treated rats preferred the demonstrated flavor. The results suggest that PRL is required for social recognition and learning, and that increasing PRL enhances social memory and approach, similar to OT. Copyright © 2017 Elsevier Inc. All rights reserved.

  7. Will Learning Social Inclusion Assist Rural Networks

    Science.gov (United States)

    Marchant, Jillian

    2013-01-01

    Current research on social networks in some rural communities reports continuing demise despite efforts to build resilient communities. Several factors are identified as contributing to social decline including globalisation and rural social characteristics. Particular rural social characteristics, such as strong social bonds among members of…

  8. Learning With Social Semantic Technologies - Exploiting Latest Tools

    Directory of Open Access Journals (Sweden)

    Gisela Granitzer

    2008-12-01

    Full Text Available Even though it was only about three years ago that Social Software became a trend, it has become a common practice to utilize Social Software in learning institutions. It brought about a lot of advantages, but also challenges. Amounts of distributed and often unstructured user generated content make it difficult to meaningfully process and find relevant information. According to the estimate of the authors, the solution lies in underpinning Social Software with structure resulting in Social Semantic Software. In this contribution we introduce the central concepts Social Software, Semantic Web and Social Semantic Web and show how Social Semantic Technologies might be utilized in the higher education context.

  9. Social Fear Learning: from Animal Models to Human Function.

    Science.gov (United States)

    Debiec, Jacek; Olsson, Andreas

    2017-07-01

    Learning about potential threats is critical for survival. Learned fear responses are acquired either through direct experiences or indirectly through social transmission. Social fear learning (SFL), also known as vicarious fear learning, is a paradigm successfully used for studying the transmission of threat information between individuals. Animal and human studies have begun to elucidate the behavioral, neural and molecular mechanisms of SFL. Recent research suggests that social learning mechanisms underlie a wide range of adaptive and maladaptive phenomena, from supporting flexible avoidance in dynamic environments to intergenerational transmission of trauma and anxiety disorders. This review discusses recent advances in SFL studies and their implications for basic, social and clinical sciences. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Why copy others? Insights from the social learning strategies tournament.

    Science.gov (United States)

    Rendell, L; Boyd, R; Cownden, D; Enquist, M; Eriksson, K; Feldman, M W; Fogarty, L; Ghirlanda, S; Lillicrap, T; Laland, K N

    2010-04-09

    Social learning (learning through observation or interaction with other individuals) is widespread in nature and is central to the remarkable success of humanity, yet it remains unclear why copying is profitable and how to copy most effectively. To address these questions, we organized a computer tournament in which entrants submitted strategies specifying how to use social learning and its asocial alternative (for example, trial-and-error learning) to acquire adaptive behavior in a complex environment. Most current theory predicts the emergence of mixed strategies that rely on some combination of the two types of learning. In the tournament, however, strategies that relied heavily on social learning were found to be remarkably successful, even when asocial information was no more costly than social information. Social learning proved advantageous because individuals frequently demonstrated the highest-payoff behavior in their repertoire, inadvertently filtering information for copiers. The winning strategy (discountmachine) relied nearly exclusively on social learning and weighted information according to the time since acquisition.

  11. Evidence for social learning in wild lemurs (Lemur catta).

    Science.gov (United States)

    Kendal, Rachel L; Custance, Deborah M; Kendal, Jeremy R; Vale, Gillian; Stoinski, Tara S; Rakotomalala, Nirina Lalaina; Rasamimanana, Hantanirina

    2010-08-01

    Interest in social learning has been fueled by claims of culture in wild animals. These remain controversial because alternative explanations to social learning, such as asocial learning or ecological differences, remain difficult to refute. Compared with laboratory-based research, the study of social learning in natural contexts is in its infancy. Here, for the first time, we apply two new statistical methods, option-bias analysis and network-based diffusion analysis, to data from the wild, complemented by standard inferential statistics. Contrary to common thought regarding the cognitive abilities of prosimian primates, our evidence is consistent with social learning within subgroups in the ring-tailed lemur (Lemur catta), supporting the theory of directed social learning (Coussi-Korbel & Fragaszy, 1995). We also caution that, as the toolbox for capturing social learning in natural contexts grows, care is required in ensuring that the methods employed are appropriate-in particular, regarding social dynamics among study subjects. Supplemental materials for this article may be downloaded from http://lb.psychonomic-journals.org/content/supplemental.

  12. Social Cognition as Reinforcement Learning: Feedback Modulates Emotion Inference.

    Science.gov (United States)

    Zaki, Jamil; Kallman, Seth; Wimmer, G Elliott; Ochsner, Kevin; Shohamy, Daphna

    2016-09-01

    Neuroscientific studies of social cognition typically employ paradigms in which perceivers draw single-shot inferences about the internal states of strangers. Real-world social inference features much different parameters: People often encounter and learn about particular social targets (e.g., friends) over time and receive feedback about whether their inferences are correct or incorrect. Here, we examined this process and, more broadly, the intersection between social cognition and reinforcement learning. Perceivers were scanned using fMRI while repeatedly encountering three social targets who produced conflicting visual and verbal emotional cues. Perceivers guessed how targets felt and received feedback about whether they had guessed correctly. Visual cues reliably predicted one target's emotion, verbal cues predicted a second target's emotion, and neither reliably predicted the third target's emotion. Perceivers successfully used this information to update their judgments over time. Furthermore, trial-by-trial learning signals-estimated using two reinforcement learning models-tracked activity in ventral striatum and ventromedial pFC, structures associated with reinforcement learning, and regions associated with updating social impressions, including TPJ. These data suggest that learning about others' emotions, like other forms of feedback learning, relies on domain-general reinforcement mechanisms as well as domain-specific social information processing.

  13. How relevant is social interaction in second language learning?

    Directory of Open Access Journals (Sweden)

    Laura eVerga

    2013-09-01

    Full Text Available Verbal language is the most widespread mode of human communication, and an intrinsically social activity. This claim is strengthen by evidence emerging from different fields, which clearly indicate that social interaction influences human communication, and more specifically, language learning. Indeed, research conducted with infants and children shows that interaction with a caregiver is necessary to acquire language. Further evidence on the influence of sociality on language comes from social and linguistic pathologies, in which deficits in social and linguistic abilities are tightly intertwined, as it is the case for Autism, for example. However, studies on adult second language learning have been mostly focused on individualistic approaches, partly because of methodological constraints especially of imaging methods. The question as to whether social interaction should be considered as a critical factor impacting upon adult language learning still remains underspecified. Here, we review evidence in support of the view that sociality plays a significant role in communication and language learning, in an attempt to emphasize factors that could facilitate this process in adult language learning. We suggest that sociality should be considered as a potentially influential factor in adult language learning and that future studies in this domain should explicitly target this factor.

  14. How relevant is social interaction in second language learning?

    Science.gov (United States)

    Verga, Laura; Kotz, Sonja A

    2013-09-03

    Verbal language is the most widespread mode of human communication, and an intrinsically social activity. This claim is strengthened by evidence emerging from different fields, which clearly indicates that social interaction influences human communication, and more specifically, language learning. Indeed, research conducted with infants and children shows that interaction with a caregiver is necessary to acquire language. Further evidence on the influence of sociality on language comes from social and linguistic pathologies, in which deficits in social and linguistic abilities are tightly intertwined, as is the case for Autism, for example. However, studies on adult second language (L2) learning have been mostly focused on individualistic approaches, partly because of methodological constraints, especially of imaging methods. The question as to whether social interaction should be considered as a critical factor impacting upon adult language learning still remains underspecified. Here, we review evidence in support of the view that sociality plays a significant role in communication and language learning, in an attempt to emphasize factors that could facilitate this process in adult language learning. We suggest that sociality should be considered as a potentially influential factor in adult language learning and that future studies in this domain should explicitly target this factor.

  15. Social networking site (SNS) use by adolescent mothers: Can social support and social capital be enhanced by online social networks? - A structured review of the literature.

    Science.gov (United States)

    Nolan, Samantha; Hendricks, Joyce; Ferguson, Sally; Towell, Amanda

    2017-05-01

    to critically appraise the available literature and summarise the evidence relating to adolescent mothers' use of social networking sites in terms of any social support and social capital they may provide and to identify areas for future exploration. social networking sites have been demonstrated to provide social support to marginalised individuals and provide psycho-social benefits to members of such groups. Adolescent mothers are at risk of; social marginalisation; anxiety disorders and depressive symptoms; and poorer health and educational outcomes for their children. Social support has been shown to benefit adolescent mothers thus online mechanisms require consideration. a review of original research articles METHOD: key terms and Boolean operators identified research reports across a 20-year timeframe pertaining to the area of enquiry in: CINAHL, Cochrane Library, Medline, Scopus, ERIC, ProQuest, PsychINFO, Web of Science, Health Collection (Informit) and Google Scholar databases. Eight original research articles met the inclusion criteria for this review. studies demonstrate that adolescent mothers actively search for health information using the Internet and social networking sites, and that social support and social capital can be attributed to their use of specifically created online groups from within targeted health interventions. Use of a message board forum for pregnant and parenting adolescents also demonstrates elements of social support. There are no studies to date pertaining to adolescent mothers' use of globally accessible social networking sites in terms of social support provision and related outcomes. further investigation is warranted to explore the potential benefits of adolescent mothers' use of globally accessible social networking sites in terms of any social support provision and social capital they may provide. Copyright © 2017 Elsevier Ltd. All rights reserved.

  16. Social Networking Sites as Virtual Communities of Practice: A Mixed Method Study

    Science.gov (United States)

    Davis, Lorretta J.

    2010-01-01

    Membership in social networking sites is increasing rapidly. Social networking sites serve many purposes including networking, communication, recruitment, and sharing knowledge. Social networking sites, public or private, may be hosted on applications such as Facebook and LinkedIn. As individuals begin to follow and participate in social…

  17. Frameworks for Understanding the Nature of Interactions, Networking, and Community in a Social Networking Site for Academic Practice

    Directory of Open Access Journals (Sweden)

    Grainne Conole

    2011-03-01

    Full Text Available This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and personalisation within an educational context. One of the key challenges in the development of the site has been to understand the user interactions and the changing patterns of user behaviour as it evolves. The paper explores the extent to which four frameworks that have been used in researching networked learning contexts can provide insights into the patterns of user behaviour that we see in Cloudworks. The paper considers this within the current debate about the new types of interactions, networking, and community being observed as users adapt to and appropriate new technologies.

  18. Understanding the Dynamics of Learning across social worlds

    DEFF Research Database (Denmark)

    Mengiste, Shegaw Anagaw; Aanestad, Margunn

    2013-01-01

    participation, politics and learning in IS implementation and use. We consider learning to be an integral part of the social practice, and it occurs mainly through encounters and negotiations between actors from different social worlds who might have competing interests and values. The paper also analysed how......This paper adopts a novel learning perspective on information systems development. Building on the works of Anselm Strauss we conceptualize development processes as “negotiated orders” where members from different “social worlds” encounter and negotiate differences and tensions. We argue...

  19. Unique Construction and Social Experiences in Residential Remediation Sites - 13423

    Energy Technology Data Exchange (ETDEWEB)

    Jung, Paul; Scarborough, Rebecca [Sevenson Environmental Services, Inc. 2749 Lockport Road, Niagara Falls, NY 14305 (United States)

    2013-07-01

    Sevenson Environmental Services, Inc., (Sevenson) has performed several radiological remediation projects located in residential urban areas. Over the course of these projects, there has been a wide variety of experiences encountered from construction related issues to unique social situations. Some of the construction related issues included the remediation of interior basements where contaminated material was located under the footers of the structure or was used in the mortar between cinder block or field stone foundations. Other issues included site security, maintaining furnaces or other utilities, underpinning, backfilling and restoration. In addition to the radiological hazards associated with this work there were occupational safety and industrial hygiene issues that had to be addressed to ensure the safety and health of neighboring properties and residents. The unique social situations at these job sites have included arson, theft/stolen property, assault/battery, prostitution, execution of arrest warrants for residents, discovery of drugs and paraphernalia, blood borne pathogens, and unexploded ordnance. Some of these situations have become a sort of comical urban legend throughout the organization. One situation had historical significance, involving the demolition of a house to save a tree older than the Declaration of Independence. All of these projects typically involve the excavation of early 20. century items such as advertisement signs, various old bottles (milk, Listerine, perfume, whisky) and other miscellaneous common trash items. (authors)

  20. Sites and social assessment of nuclear power plants

    Energy Technology Data Exchange (ETDEWEB)

    Nemoto, K [Central Research Inst. of Electric Power Industry, Tokyo (Japan)

    1977-09-01

    The sites of nuclear power plants in Japan have two features, first the extreme expectation for regional development because of the selection of depopulated districts for most locations, and the second, apprehensions of local people for two reasons of nuclear power generating techniques which do not plant the roots in society and handling of radioactive materials. In order to cope with these problems, it is necessary to consider that the development plan of the regions around reactor sites must be compiled systematically. Its premise is the ''social assessment'' which estimates the economical and social influences and evaluates the merit and demerit of nuclear power plants prior to the construction. This is of course inevitable. The objects of the assessment may be divided as follows: the human effect to individuals, the institutional effect to local community, the economical effect to region, and the national influence to the whole country. While the developmental action of locations includes the stages of examination, planning, construction and operation, and three location patterns are recognized according to the emphasized function, the improvement of national economy, upgrading of environmental quality, and the most priority in local welfare. In the process of the assessment, the following items may be taken notice that each item requires sometimes the weighting; the pattern to abandon location may exist; positive and negative effects are required to be distributed evenly in a triangle having the apexes each representing one of the above three patterns.

  1. Unique Construction and Social Experiences in Residential Remediation Sites - 13423

    International Nuclear Information System (INIS)

    Jung, Paul; Scarborough, Rebecca

    2013-01-01

    Sevenson Environmental Services, Inc., (Sevenson) has performed several radiological remediation projects located in residential urban areas. Over the course of these projects, there has been a wide variety of experiences encountered from construction related issues to unique social situations. Some of the construction related issues included the remediation of interior basements where contaminated material was located under the footers of the structure or was used in the mortar between cinder block or field stone foundations. Other issues included site security, maintaining furnaces or other utilities, underpinning, backfilling and restoration. In addition to the radiological hazards associated with this work there were occupational safety and industrial hygiene issues that had to be addressed to ensure the safety and health of neighboring properties and residents. The unique social situations at these job sites have included arson, theft/stolen property, assault/battery, prostitution, execution of arrest warrants for residents, discovery of drugs and paraphernalia, blood borne pathogens, and unexploded ordnance. Some of these situations have become a sort of comical urban legend throughout the organization. One situation had historical significance, involving the demolition of a house to save a tree older than the Declaration of Independence. All of these projects typically involve the excavation of early 20. century items such as advertisement signs, various old bottles (milk, Listerine, perfume, whisky) and other miscellaneous common trash items. (authors)

  2. The effect of social networking sites on the relationship between perceived social support and depression.

    Science.gov (United States)

    McDougall, Matthew A; Walsh, Michael; Wattier, Kristina; Knigge, Ryan; Miller, Lindsey; Stevermer, Michalene; Fogas, Bruce S

    2016-12-30

    This study examined whether Social Networking Sites (SNSs) have a negative moderator effect on the established relationship between perceived social support and depression in psychiatric inpatients. Survey instruments assessing for depression, perceived social support, and SNS use, were filled out by 301 psychiatric inpatients. Additional data on age, gender, and primary psychiatric diagnosis were collected. A step-wise multiple regression analysis was performed to determine significant interactions. There was no significant interaction of SNS use on the relationship between perceived social support and depression when measured by Social Media Use Integration Scale or by hours of SNS use per day. There was a significant negative relationship between perceived social support and depression, and a significant positive relationship between hours of SNS use per day and depression, measured by the Beck Depression Inventory-II. Limitations include a gender discrepancy among participants, generalizability, recall bias, and SNS measurement. This is the first study to look at SNS use and depression in psychiatric inpatients. SNS use did not affect perceived social support or the protective relationship between perceived social support and depression. Hours of SNS use per day were correlated with depression scores. Future studies between SNS use and depression should quantify daily SNS use. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  3. Literacies for Surveillance: Social Network Sites and Background Investigations

    Directory of Open Access Journals (Sweden)

    Sarah Jackson Young

    2015-09-01

    Full Text Available In September 2013, civilian contractor Aaron Alexis entered the Washington Navy Yard and murdered twelve people before being fatally shot by police. This incident, together with an incident three months earlier involving Edward Snowden, caused the U.S. government to critically examine their background investigation (BI process; because both Snowden and Alexis had supposedly slipped through the cracks of their investigations, there must be some flaw in the BI procedure. The U.S. Committee on Oversight and Reform concluded that rules forbidding “background checkers from looking at the Internet or social media when performing checks” was one of the main factors contributing to defective BIs (Report, 2014. Since the report’s release, the Director of National Intelligence has been debating and trialing whether information from the Internet should be used to form a data double for BIs (Kopp, 2014; Rockwell, 2014. Using this conversation as a discussion catalyst, I argue that due to the nature of the data double, if the United States were to adopt the use of social networking sites (SNSs for security clearance purposes, neglecting to take into account basic principles of SNSs into the process of BIs may lead to misinformation and unfavorable adjudication. Ultimately, being literate about the social practices involved in SNSs and surveillance would benefit not only investigators, but anyone, including academics, looking at individuals in online spaces.

  4. Social Media Tools for Teaching and Learning

    Science.gov (United States)

    Wagner, Ronald

    2011-01-01

    According to Wikipedia, "social media is the media designed to be disseminated through social interaction, created using highly accessible scalable techniques. Social media is the use of web-based and mobile technologies to turn communication into interactive dialogue." Social networks, such as Facebook and Twitter, contain millions of members who…

  5. Psychological predictors of young adults' use of social networking sites.

    Science.gov (United States)

    Wilson, Kathryn; Fornasier, Stephanie; White, Katherine M

    2010-04-01

    Young people are increasingly using social networking sites (SNSs) like MySpace and Facebook to engage with others. The use of SNSs can have both positive and negative effects on the individual; however, few studies identify the types of people who frequent these Internet sites. This study sought to predict young adults' use of SNSs and addictive tendency toward the use of SNSs from their personality characteristics and levels of self-esteem. University students (N = 201), aged 17 to 24 years, reported their use of SNSs and addictive tendencies for SNSs use and completed the NEO Five-Factor Personality Inventory and the Coopersmith Self-Esteem Inventory. Multiple regression analyses revealed that, as a group, the personality and self-esteem factors significantly predicted both level of SNS use and addictive tendency but did not explain a large amount of variance in either outcome measure. The findings indicated that extroverted and unconscientious individuals reported higher levels of both SNS use and addictive tendencies. Future research should attempt to identify which other psychosocial characteristics explain young people's level of use and propensity for addictive tendencies for these popular Internet sites.

  6. Social inference and social anxiety: evidence of a fear-congruent self-referential learning bias.

    Science.gov (United States)

    Button, Katherine S; Browning, Michael; Munafò, Marcus R; Lewis, Glyn

    2012-12-01

    Fears of negative evaluation characterise social anxiety, and preferential processing of fear-relevant information is implicated in maintaining symptoms. Little is known, however, about the relationship between social anxiety and the process of inferring negative evaluation. The ability to use social information to learn what others think about one, referred to here as self-referential learning, is fundamental for effective social interaction. The aim of this research was to examine whether social anxiety is associated with self-referential learning. 102 Females with either high (n = 52) or low (n = 50) self-reported social anxiety completed a novel probabilistic social learning task. Using trial and error, the task required participants to learn two self-referential rules, 'I am liked' and 'I am disliked'. Participants across the sample were better at learning the positive rule 'I am liked' than the negative rule 'I am disliked', β = -6.4, 95% CI [-8.0, -4.7], p learning positive self-referential information was strongest in the lowest socially anxious and was abolished in the most symptomatic participants. Relative to the low group, the high anxiety group were better at learning they were disliked and worse at learning they were liked, social anxiety by rule interaction β = 3.6; 95% CI [+0.3, +7.0], p = 0.03. The specificity of the results to self-referential processing requires further research. Healthy individuals show a robust preference for learning that they are liked relative to disliked. This positive self-referential bias is reduced in social anxiety in a way that would be expected to exacerbate anxiety symptoms. Copyright © 2012 Elsevier Ltd. All rights reserved.

  7. The space for social media in structured online learning

    Directory of Open Access Journals (Sweden)

    Gilly Salmon

    2015-12-01

    Full Text Available In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants’ usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments.

  8. The role of social learning for social-ecological systems in Korean village groves restoration

    Directory of Open Access Journals (Sweden)

    Eunju Lee

    2015-03-01

    Full Text Available Recently, social learning has been recognized as a means to foster adaptation to changing conditions, and more broadly, social-ecological systems resilience. However, the discussion of social learning and social-ecological resilience in different cultural contexts is limited. In this study we introduce the Korean Village Groves Restoration Project (VGRP through the lens of social learning, and discuss implications of the VGRP for resilience in villages impacted by industrialization and decline of traditional forest resources. We conducted open-ended interviews with VGRP leaders, government and NGO officials, and residents in four villages in South Korea, and found that villages responded to ecosystem change in ways that could be explained by the characteristics of social learning including interaction, integration, systems orientation, and reflection. However, the processes of learning varied among the four villages, and were associated with different levels of learning and different learning outcomes related to changes in village grove management and governance. The cultural and historical context can be used to help understand social learning processes and their outcomes in the Korean cases.

  9. Constructivism and Learning in the Age of Social Media: Changing Minds and Learning Communities

    Science.gov (United States)

    Schrader, Dawn E.

    2015-01-01

    Social media provide new means and opportunities for learning that are consistent with major tenets of both social and cognitive constructivism, and extend the process of learning and meaning construction to more diverse communities and universally accessible shared activities that are jointly and concurrently engaged in by both peers and experts.

  10. Influence of Learning Styles on Social Structures in Online Learning Environments

    Science.gov (United States)

    Cela, Karina; Sicilia, Miguel-Ángel; Sánchez-Alonso, Salvador

    2016-01-01

    In e-learning settings, the interactions of students with one another, with the course content and with the instructors generate a considerable amount of information that may be useful for understanding how people learn online. The objective of the present research was to use social network analysis to explore the social structure of an e-learning…

  11. How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet; Mondahl, Margrethe

    2013-01-01

    Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e...

  12. Promoting Social and Emotional Learning with Games: "It's Fun and We Learn Things"

    Science.gov (United States)

    Hromek, Robyn; Roffey, Sue

    2009-01-01

    This article has two broad objectives: (a) It reviews the theoretical and practical literature on the use of games to facilitate social and emotional learning (SEL). (b) Based on this review, it argues that games are a powerful way of developing social and emotional learning in young people. In addition, we draw on our collective experience as…

  13. Effects of Cognitive Behaviour and Social Learning Therapies On ...

    African Journals Online (AJOL)

    This study investigated the effects of Cognitive Behaviour Therapy and Social Learning ... After exposure to intervention therapies, the results showed that there was significant difference in the post-test aggression scores of participants.

  14. Personal Profiles: Enhancing Social Interaction in Learning Networks

    NARCIS (Netherlands)

    Berlanga, Adriana; Bitter-Rijpkema, Marlies; Brouns, Francis; Sloep, Peter; Fetter, Sibren

    2009-01-01

    Berlanga, A. J., Bitter-Rijpkema, M., Brouns, F., Sloep, P. B., & Fetter, S. (2011). Personal Profiles: Enhancing Social Interaction in Learning Networks. International Journal of Web Based Communities, 7(1), 66-82.

  15. SOCIAL COMPLEXITY AND LEARNING FORAGING TASKS IN BEES

    Directory of Open Access Journals (Sweden)

    AMAYA-MÁRQUEZ MARISOL

    2008-12-01

    Full Text Available Social complexity and models concerning central place foraging were tested with respect to learning predictions using the social honey bee (Apis mellifera and solitary blue orchard bee (Osmia lignaria when given foraging problems. Both species were presented the same foraging problems, where 1 only reward molarity varied between flower morphs, and 2 only reward volume varied between flower morphs. Experiments utilized blue vs. white flower patches to standardize rewards in each experimental situation. Although honey bees learned faster than blue orchard bees when given a molarity difference reward problem, there was no significant difference in learning rate when presented a volume difference reward problem. Further, the rate at which blue orchard bees learned the volume difference problem was not significantly different from that with which honey bees learned about reward molarity differences. The results do not support the predictions of the social complexity theory, but do support those of the central place model

  16. Multilingual and social semiotic perspectives on literacy learning and teaching

    DEFF Research Database (Denmark)

    Laursen, Helle Pia

    to the complex processes involved in biliterate meaning making and script learning. Multilingual and social semiotic perspectives on literacy learning and teaching – summaryOn the basis of data from the longitudinal study Signs of Language, I focus on how a social semiotic perspective on literacy learning...... and teaching can contribute to expanding the conceptualization of literacy to be more sensitive to the complex processes involved in biliterate meaning making and script learning.......Multilingual and social semiotic perspectives on literacy learning and teaching – abstract In the context of an increasing multilingualism, literacy teaching has become a central and contested issue in public and political debate. International comparisons of levels of literacy have been...

  17. The Relationship Between Use of Social Network Sites, Online Social Support, and Well-Being

    Science.gov (United States)

    2017-01-01

    Abstract. Existing work on the effects of social network sites (SNS) on well-being has often stressed that SNS can help people gain social support from their online networks, which positively affects their well-being. However, the majority of studies in this area have been cross-sectional in nature and/or relied on student samples. Using data from six waves of a longitudinal study with a representative sample of Dutch Internet users, we first examined whether users and nonusers of SNS differ in online social support and well-being (as indicated by life satisfaction and stress). In a second step, we investigated in more detail how SNS use – more specifically, asking for advice and the number of strong ties on these SNS – are related to online social support, stress, and satisfaction with life. Overall, our results provide no evidence for SNS use and online social support affecting either stress or life satisfaction. SNS users reported more online social support than nonusers did, but also higher levels of stress; the two groups did not differ in overall life satisfaction. With regard to the underlying processes, we found positive cross-sectional and longitudinal relationships between asking for advice on SNS and online social support, indicating that SNS can be an effective tool for receiving social support. However, online social support was not related to higher life satisfaction or reduced stress 6 months later; instead, it seems that SNS users with lower life satisfaction and/or higher stress seek more social support online by asking for advice on SNS. PMID:29147141

  18. Satisfying needs through Social Networking Sites: A pathway towards problematic Internet use for socially anxious people?

    Science.gov (United States)

    Casale, Silvia; Fioravanti, Giulia

    2015-06-01

    Following the theoretical frameworks of the dual-factor model of Facebook use and the Self Determination Theory, the present study hypothesizes that the satisfaction of unmet needs through Social Networking Sites (SNSs) may represent a pathway towards problematic use of Internet communicative services (GPIU) for socially anxious people. Four hundred undergraduate students (females = 51.8%; mean age = 22.45 + 2.09) completed three brief scales measuring the satisfaction via SNSs of the need to belong, the need for self-presentation and the need for assertiveness, the Generalized Problematic Internet Use Scale 2 and the Social Interaction Anxiety Scale. Structural equation modeling was performed separately for males and females. A direct effect of social anxiety on GPIU was found among both genders. Socially anxious males and females tend to use SNSs for self-presentation purposes, as well as for the opportunity to be more assertive. The association between social anxiety and GPIU was partially mediated by the need for self-presentation only among males. The present results extend our understanding of the development of problematic use of Internet communicative services, based on the framework of the dual factor model of Facebook use and the Self Determination Theory. The fulfillment of an unmet need for self-presentation (i.e. the desire to create a positive impression of one's self in others) through SNSs could be one of the possible pathways to GPIU for socially anxious males.

  19. Social networking sites use and the morphology of a social-semantic brain network.

    Science.gov (United States)

    Turel, Ofir; He, Qinghua; Brevers, Damien; Bechara, Antoine

    2017-09-30

    Social lives have shifted, at least in part, for large portions of the population to social networking sites. How such lifestyle changes may be associated with brain structures is still largely unknown. In this manuscript, we describe two preliminary studies aimed at exploring this issue. The first study (n = 276) showed that Facebook users reported on increased social-semantic and mentalizing demands, and that such increases were positively associated with people's level of Facebook use. The second study (n = 33) theorized on and examined likely anatomical correlates of such changes in demands on the brain. Findings indicated that the grey matter volumes of the posterior parts of the bilateral middle and superior temporal, and left fusiform gyri were positively associated with the level of Facebook use. These results provided preliminary evidence that grey matter volumes of brain structures involved in social-semantic and mentalizing tasks may be linked to the extent of social networking sites use.

  20. Understanding the Context of Learning in an Online Social Network for Health Professionals' Informal Learning.

    Science.gov (United States)

    Li, Xin; Gray, Kathleen; Verspoor, Karin; Barnett, Stephen

    2017-01-01

    Online social networks (OSN) enable health professionals to learn informally, for example by sharing medical knowledge, or discussing practice management challenges and clinical issues. Understanding the learning context in OSN is necessary to get a complete picture of the learning process, in order to better support this type of learning. This study proposes critical contextual factors for understanding the learning context in OSN for health professionals, and demonstrates how these contextual factors can be used to analyse the learning context in a designated online learning environment for health professionals.

  1. Multi-modal Social Networks: A MRF Learning Approach

    Science.gov (United States)

    2016-06-20

    Network forensics: random infection vs spreading epidemic , Proceedings of ACM Sigmetrics. 11-JUN-12, London, UK. : , TOTAL: 4 06/09/2016 Received Paper...Multi-modal Social Networks A MRF Learning Approach The work primarily focused on two lines of research. 1. We propose new greedy algorithms...Box 12211 Research Triangle Park, NC 27709-2211 social networks , learning and inference REPORT DOCUMENTATION PAGE 11. SPONSOR/MONITOR’S REPORT

  2. Social Learning and the Mitigation of Transport CO2 Emissions

    OpenAIRE

    Maha Al Sabbagh

    2017-01-01

    Social learning, a key factor in fostering behavioural change and improving decision making, is considered necessary for achieving substantial CO2 emission reductions. However, no empirical evidence exists on how it contributes to mitigation of transport CO2 emissions, or the extent of its influence on decision making. This paper presents evidence addressing these knowledge gaps. Social learning-oriented workshops were conducted to gather the views and preferences of participants from the gen...

  3. Social media marketing as an entrepreneurial learning process

    OpenAIRE

    Lagrosen, Stefan; Josefsson, Pernilla

    2011-01-01

    The purpose for this paper is to explore social media marketing fromthe perspective of entrepreneurial learning. The theoretical basis consists ofcontributions from the fields of organisational learning and entrepreneurship.An empirical study involving ten companies has been carried out. Thedata were analysed with methods inspired by grounded theory. Categoriesdescribing the companies’ social media presence from an entrepreneuriallearning perspective are provided. The value of using organisat...

  4. Social Learning and Optimal Advertising in the Motion Picture Industry

    OpenAIRE

    Ohio University; Department of Economics; Hailey Hayeon Joo

    2009-01-01

    Social learning is thought to be a key determinant of the demand for movies. This can be a double-edged sword for motion picture distributors, because when a movie is good, social learning can enhance the effectiveness of movie advertising, but when a movie is bad, it can mitigate this effectiveness. This paper develops an equilibrium model of consumers' movie-going choices and movie distributors' advertising decisions. First, we develop a structural model for studios' optimal advertising str...

  5. Intranasal oxytocin enhances socially-reinforced learning in rhesus monkeys

    Directory of Open Access Journals (Sweden)

    Lisa A Parr

    2014-09-01

    Full Text Available There are currently no drugs approved for the treatment of social deficits associated with autism spectrum disorders (ASD. One hypothesis for these deficits is that individuals with ASD lack the motivation to attend to social cues because those cues are not implicitly rewarding. Therefore, any drug that could enhance the rewarding quality of social stimuli could have a profound impact on the treatment of ASD, and other social disorders. Oxytocin (OT is a neuropeptide that has been effective in enhancing social cognition and social reward in humans. The present study examined the ability of OT to selectively enhance learning after social compared to nonsocial reward in rhesus monkeys, an important species for modeling the neurobiology of social behavior in humans. Monkeys were required to learn an implicit visual matching task after receiving either intranasal (IN OT or Placebo (saline. Correct trials were rewarded with the presentation of positive and negative social (play faces/threat faces or nonsocial (banana/cage locks stimuli, plus food. Incorrect trials were not rewarded. Results demonstrated a strong effect of socially-reinforced learning, monkeys’ performed significantly better when reinforced with social versus nonsocial stimuli. Additionally, socially-reinforced learning was significantly better and occurred faster after IN-OT compared to placebo treatment. Performance in the IN-OT, but not Placebo, condition was also significantly better when the reinforcement stimuli were emotionally positive compared to negative facial expressions. These data support the hypothesis that OT may function to enhance prosocial behavior in primates by increasing the rewarding quality of emotionally positive, social compared to emotionally negative or nonsocial images. These data also support the use of the rhesus monkey as a model for exploring the neurobiological basis of social behavior and its impairment.

  6. Learning as Social Exchange in City Year London

    DEFF Research Database (Denmark)

    Revsbech, Christine

    Learning as Social Exchange in City Year London: Action towards an image of greatness contributes to the growing field of research on social entrepreneurship. The thesis is the result of an interesting, anthropological study of a social voluntary organisation, City Year London, a British affiliate...... of an American charity. Young volunteers were followed in their daily activities working as mentors for public primary school children, and the interaction between staff and volunteers in City Year London were observed. Also, interviews with both volunteers and staff were carried out. The thesis explores...... the empirical findings applying an understanding of learning as social exchange of value. The rich empirical data has led to analyses that draw on and contribute to economic anthropology, learning theories and social entrepreneurship....

  7. Adult Learning for Social Change in Museums: An Exploration of Sociocultural Learning Approaches to Community Engagement

    Science.gov (United States)

    Kim, Junghwan; You, Jieun; Yeon Park, Soo

    2016-01-01

    This integrative literature review critically examined how scholars were articulating the work of museums to make a space for "adult learning for social change through community engagement". We applied sociocultural adult learning theories (situated learning and cultural-historical activity theory), to 25 theoretical and empirical…

  8. Machine learning, social learning and the governance of self-driving cars.

    Science.gov (United States)

    Stilgoe, Jack

    2018-02-01

    Self-driving cars, a quintessentially 'smart' technology, are not born smart. The algorithms that control their movements are learning as the technology emerges. Self-driving cars represent a high-stakes test of the powers of machine learning, as well as a test case for social learning in technology governance. Society is learning about the technology while the technology learns about society. Understanding and governing the politics of this technology means asking 'Who is learning, what are they learning and how are they learning?' Focusing on the successes and failures of social learning around the much-publicized crash of a Tesla Model S in 2016, I argue that trajectories and rhetorics of machine learning in transport pose a substantial governance challenge. 'Self-driving' or 'autonomous' cars are misnamed. As with other technologies, they are shaped by assumptions about social needs, solvable problems, and economic opportunities. Governing these technologies in the public interest means improving social learning by constructively engaging with the contingencies of machine learning.

  9. Learning to make things happen: Infants' observational learning of social and physical causal events.

    Science.gov (United States)

    Waismeyer, Anna; Meltzoff, Andrew N

    2017-10-01

    Infants learn about cause and effect through hands-on experience; however, they also can learn about causality simply from observation. Such observational causal learning is a central mechanism by which infants learn from and about other people. Across three experiments, we tested infants' observational causal learning of both social and physical causal events. Experiment 1 assessed infants' learning of a physical event in the absence of visible spatial contact between the causes and effects. Experiment 2 developed a novel paradigm to assess whether infants could learn about a social causal event from third-party observation of a social interaction between two people. Experiment 3 compared learning of physical and social events when the outcomes occurred probabilistically (happening some, but not all, of the time). Infants demonstrated significant learning in all three experiments, although learning about probabilistic cause-effect relations was most difficult. These findings about infant observational causal learning have implications for children's rapid nonverbal learning about people, things, and their causal relations. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. How Students Perceived Social Media as a Learning Tool in Enhancing Their Language Learning Performance

    Science.gov (United States)

    Kitchakarn, Orachorn

    2016-01-01

    Social media like Facebook has been used for teaching and learning for quite some time. Since it allows for better participation in the learning activities, a fundamental English course at a private university integrated Facebook as a learning platform making it possible for students to do self-study, exchange ideas, give comments, and submit the…

  11. Multiple Modes in Corporate Learning: Propelling Business IQ with Formal, Informal and Social Learning

    Science.gov (United States)

    Ambrose, John; Ogilvie, Julie

    2010-01-01

    Recognizing that the shifting corporate environment is placing ever greater stresses on learning organizations, this paper reports how companies are increasingly offering employees a wide choice of learning options beyond conventional classroom training, including online, social learning, and other modalities in "blended" programs. Identifying a…

  12. The Effect of Social Interaction on Learning Engagement in a Social Networking Environment

    Science.gov (United States)

    Lu, Jie; Churchill, Daniel

    2014-01-01

    This study investigated the impact of social interactions among a class of undergraduate students on their learning engagement in a social networking environment. Thirteen undergraduate students enrolled in a course in a university in Hong Kong used an Elgg-based social networking platform throughout a semester to develop their digital portfolios…

  13. Social Entrepreneurs in Rio De Janeiro: Learning Experiences and Social Capital

    Science.gov (United States)

    Scheiber, Laura

    2012-01-01

    The purpose of this study is to gain insight into how social entrepreneurs dedicated to violence prevention in Rio de Janeiro learn to take on the role of a social entrepreneur. Based on a two-tiered interview process with 27 social entrepreneurs in Rio de Janeiro conducted over a period of nine months, the study explores the breadth of…

  14. Analyzing Social Media and Learning through Content and Social Network Analysis: A Faceted Methodological Approach

    Science.gov (United States)

    Gruzd, Anatoliy; Paulin, Drew; Haythornthwaite, Caroline

    2016-01-01

    In just a short period, social media have altered many aspects of our daily lives, from how we form and maintain social relationships to how we discover, access, and share information online. Now social media are also affecting how we teach and learn. In this paper, we discuss methods that can help researchers and educators evaluate and understand…

  15. A Social Learning Management System Supporting Feedback for Incorrect Answers Based on Social Network Services

    Science.gov (United States)

    Son, Jiseong; Kim, Jeong-Dong; Na, Hong-Seok; Baik, Doo-Kwon

    2016-01-01

    In this research, we propose a Social Learning Management System (SLMS) enabling real-time and reliable feedback for incorrect answers by learners using a social network service (SNS). The proposed system increases the accuracy of learners' assessment results by using a confidence scale and a variety of social feedback that is created and shared…

  16. Social cohesion and integration: Learning active citizenship

    NARCIS (Netherlands)

    Jansen, T.J.M.; Chioncel, N.E.; Dekkers, H.P.J.M.

    2006-01-01

    This article starts from a conceptual clarification of the notions social integration and social cohesion as a prerequisite for the reorientation of citizenship education. Turning away from uncritically reproduced assumptions represented in mainstream `deficiency discourse', the article first

  17. Statistical Learning as a Basis for Social Understanding in Children

    Science.gov (United States)

    Ruffman, Ted; Taumoepeau, Mele; Perkins, Chris

    2012-01-01

    Many authors have argued that infants understand goals, intentions, and beliefs. We posit that infants' success on such tasks might instead reveal an understanding of behaviour, that infants' proficient statistical learning abilities might enable such insights, and that maternal talk scaffolds children's learning about the social world as well. We…

  18. Social and Emotional Learning Policies and Physical Education

    Science.gov (United States)

    Jacobs, Jenn; Wright, Paul

    2014-01-01

    There is a current push to broaden the educational agenda by integrating social and emotional learning (SEL) competencies into the academic curriculum. This article describes how physical education (PE) provides a strong platform for integrating SEL standards into the curriculum. The alignment between SEL and the affective learning objectives of…

  19. Organisational Problem Based Learning and Social Communities for SMEs

    Science.gov (United States)

    O'Brien, Emma; Hamburg, Ileana

    2013-01-01

    This paper highlights reasons for SMEs low uptake of training and argues that current offerings are not suitable for their needs. It highlights the need to leverage the benefits of work based learning through the use of technology. Social media and web 2.0 has significantly changed the way people learn and access knowledge. The body of knowledge…

  20. Informal Language Learning Setting: Technology or Social Interaction?

    Science.gov (United States)

    Bahrani, Taher; Sim, Tam Shu

    2012-01-01

    Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore…

  1. Socially Challenged Collaborative Learning of Secondary School Students in Singapore

    Science.gov (United States)

    Pang, Christopher; Lau, Jesslyn; Seah, Chong Poh; Cheong, Linda; Low, Audrey

    2018-01-01

    Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning…

  2. Closer to Learning: Social Networks, Trust, and Professional Communities

    Science.gov (United States)

    Liou, Yi-Hwa; Daly, Alan J.

    2014-01-01

    Researchers, educators, and policymakers suggest the use of professional learning communities as one important approach to the improvement of teaching and learning. However, relatively little research examines the interplay of professional interactions (structural social capital) around instructional practices and key elements of professional…

  3. Social-Emotional Learning Is Essential to Classroom Management

    Science.gov (United States)

    Jones, Stephanie M.; Bailey, Rebecca; Jacob, Robin

    2014-01-01

    Research tells us that children's social-emotional development can propel learning. A new program, SECURe, embeds that research into classroom management strategies that improve teaching and learning. Across all classrooms and grade levels, four principles of effective management are constant: Effective classroom management is based in…

  4. Social Networks and Performance in Distributed Learning Communities

    Science.gov (United States)

    Cadima, Rita; Ojeda, Jordi; Monguet, Josep M.

    2012-01-01

    Social networks play an essential role in learning environments as a key channel for knowledge sharing and students' support. In distributed learning communities, knowledge sharing does not occur as spontaneously as when a working group shares the same physical space; knowledge sharing depends even more on student informal connections. In this…

  5. Student learning for social relevance: the case of Melkhoutfontein ...

    African Journals Online (AJOL)

    ... tourism as a vehicle for multi-faceted learning in a community setting. The article contextualises the project, highlights its aims and goals, describes its research approach and analyses its outcomes and results. Findings suggest that student contextualisation of learning tasks and their increased levels of social awareness ...

  6. Globalising Service-Learning in the Social Sciences

    Science.gov (United States)

    Limoncelli, Stephanie A.

    2017-01-01

    The increasing internationalisation of social science curricula in undergraduate education along with the growth of service-learning has provided new opportunities to join the two. This article offers a refection and discussion of service-learning with placements in international nongovernmental organisations (INGOs), drawing from its application…

  7. Designing for Learning: Online Social Networks as a Classroom Environment

    Science.gov (United States)

    Casey, Gail; Evans, Terry

    2011-01-01

    This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she…

  8. Tacit Knowledge in Online Learning: Community, Identity, and Social Capital

    Science.gov (United States)

    Oztok, Murat

    2013-01-01

    This article discusses the possibilities that tacit knowledge could provide for social constructivist pedagogies; in particular, pedagogies for online learning. Arguing that the tacit dimension of knowledge is critical for meaning making in situated learning practices and for a community of practice to function, the article considers whether…

  9. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

  10. Factors for Successful Use of Social Networking Sites in Higher Education

    OpenAIRE

    L Schlenkrich; Dave Sewry

    2012-01-01

    Social networking sites are extremely popular online destinations that offer users easy ways to build and maintain relationships with each other, and to disseminate information in an activity referred to as social networking. Students, lecturers, teachers, parents and businesses, in increasing numbers, use tools available on social networking sites to communicate with each other in a fast and cost-effective manner. The use of social networking sites to support educational initiatives has rece...

  11. Factors affecting the frequency and amount of social networking site use: Motivations, perceptions, and privacy concerns

    OpenAIRE

    Cha, Jiyoung

    2010-01-01

    The purpose of this study is to explore the factors that affect the use of social networking Web sites. In doing so, this investigation focuses on two dimensions of social networking site use frequency (i.e., how often people use social networking sites) and amount (i.e., how much time people spend on social networks). Integrating the technology acceptance model with uses and gratification and other consumer characteristics, this study found that interpersonal utility, perceived ease of use, ...

  12. Effects Of Social Networking Sites (SNSs) On Hyper Media Computer Mediated Environments (HCMEs)

    OpenAIRE

    Yoon C. Cho

    2011-01-01

    Social Networking Sites (SNSs) are known as tools to interact and build relationships between users/customers in Hyper Media Computer Mediated Environments (HCMEs). This study explored how social networking sites play a significant role in communication between users. While numerous researchers examined the effectiveness of social networking websites, few studies investigated which factors affected customers attitudes and behavior toward social networking sites. In this paper, the authors inv...

  13. Social learning and the replication process: an experimental investigation.

    Science.gov (United States)

    Derex, Maxime; Feron, Romain; Godelle, Bernard; Raymond, Michel

    2015-06-07

    Human cultural traits typically result from a gradual process that has been described as analogous to biological evolution. This observation has led pioneering scholars to draw inspiration from population genetics to develop a rigorous and successful theoretical framework of cultural evolution. Social learning, the mechanism allowing information to be transmitted between individuals, has thus been described as a simple replication mechanism. Although useful, the extent to which this idealization appropriately describes the actual social learning events has not been carefully assessed. Here, we used a specifically developed computer task to evaluate (i) the extent to which social learning leads to the replication of an observed behaviour and (ii) the consequences it has for fitness landscape exploration. Our results show that social learning does not lead to a dichotomous choice between disregarding and replicating social information. Rather, it appeared that individuals combine and transform information coming from multiple sources to produce new solutions. As a consequence, landscape exploration was promoted by the use of social information. These results invite us to rethink the way social learning is commonly modelled and could question the validity of predictions coming from models considering this process as replicative. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  14. Information sharing and relationships on social networking sites.

    Science.gov (United States)

    Steijn, Wouter M P; Schouten, Alexander P

    2013-08-01

    This article investigates the relationship between sharing personal information and relationship development in the context of social networking sites (SNSs). Information disclosed on these sites could affect relationships in a different manner compared to more traditional interactions, such as instant messaging or face-to-face interaction. Respondents in the age range of 12 to 83 were surveyed about experiences of relationship development as a consequence of contact through Facebook or Hyves-the most popular Dutch SNSs. Results showed a primarily positive effect of information sharing on SNSs on our relationships. Furthermore, relationship development mainly occurs among acquaintances and friends, and public posts are most strongly related to relationship development. These findings suggest that SNSs might affect relationships in a distinct fashion as acquaintances and friends gain access to public self-disclosures that might normally only be reserved for close friends and family. Overall, this study provides an insight into some of the positive aspects of the public nature of SNSs in contrast with the general negative associations.

  15. The role of social networking sites in medical genetics research.

    Science.gov (United States)

    Reaves, Allison Cook; Bianchi, Diana W

    2013-05-01

    Social networking sites (SNS) have potential value in the field of medical genetics as a means of research subject recruitment and source of data. This article examines the current role of SNS in medical genetics research and potential applications for these sites in future studies. Facebook is the primary SNS considered, given the prevalence of its use in the United States and role in a small but growing number of studies. To date, utilization of SNS in medical genetics research has been primarily limited to three studies that recruited subjects from populations of Facebook users [McGuire et al. (2009); Am J Bioeth 9: 3-10; Janvier et al. (2012); Pediatrics 130: 293-298; Leighton et al. (2012); Public Health Genomics 15: 11-21]. These studies and a number of other medical and public health studies that have used Facebook as a context for recruiting research subjects are discussed. Approaches for Facebook-based subject recruitment are identified, including paid Facebook advertising, snowball sampling, targeted searching and posting. The use of these methods in medical genetics research has the potential to facilitate cost-effective research on both large, heterogeneous populations and small, hard-to-access sub-populations. Copyright © 2013 Wiley Periodicals, Inc.

  16. Neurons with two sites of synaptic integration learn invariant representations.

    Science.gov (United States)

    Körding, K P; König, P

    2001-12-01

    Neurons in mammalian cerebral cortex combine specific responses with respect to some stimulus features with invariant responses to other stimulus features. For example, in primary visual cortex, complex cells code for orientation of a contour but ignore its position to a certain degree. In higher areas, such as the inferotemporal cortex, translation-invariant, rotation-invariant, and even view point-invariant responses can be observed. Such properties are of obvious interest to artificial systems performing tasks like pattern recognition. It remains to be resolved how such response properties develop in biological systems. Here we present an unsupervised learning rule that addresses this problem. It is based on a neuron model with two sites of synaptic integration, allowing qualitatively different effects of input to basal and apical dendritic trees, respectively. Without supervision, the system learns to extract invariance properties using temporal or spatial continuity of stimuli. Furthermore, top-down information can be smoothly integrated in the same framework. Thus, this model lends a physiological implementation to approaches of unsupervised learning of invariant-response properties.

  17. Collaborative Learning Indicators as Determinants of Social Well ...

    African Journals Online (AJOL)

    Nneka Umera-Okeke

    AN INTERNATIONAL MULTI-DISCIPLINARY JOURNAL, ... This study investigated collaborative learning indicators as predictors of social well- ... acceptance was the strongest predictor of female students' social well-being, followed ... absence of negative conditions and feelings, the result of adjustment and adaptation to.

  18. Promoting Social Change through Service-Learning in the Curriculum

    Science.gov (United States)

    Bowen, Glenn A.

    2014-01-01

    Service-learning is a high-impact pedagogical strategy embraced by higher education institutions. Direct service based on a charity paradigm tends to be the norm, while little attention is paid to social change-oriented service. This article offers suggestions for incorporating social justice education into courses designed to promote social…

  19. Social Capital Framework in the Adoption of E-Learning

    Science.gov (United States)

    Barton, Siew Mee

    2013-01-01

    This is a study of the influence of social and cultural factors on the adoption of e-learning in higher education in Malaysia, Indonesia, Turkey, Singapore and Australia. Particular attention in each case was given to factors relating to social capital, attitudes and patterns of behavior in leadership, entrepreneurialism, and teaching and to…

  20. Service Learning and the Development of Social Responsibility.

    Science.gov (United States)

    Johnson, Scott D.; Bozeman, Marci

    This essay presents the findings of a study employing a developmental approach to student acquisition of social responsibility. Professors at seven collegiate institutions of differing types who teach service-learning courses were asked if they would be willing to include their students in a study of social responsibility development through…

  1. Online Interactions and Social Presence in Online Learning

    Science.gov (United States)

    Lee, Sang Joon; Huang, Kun

    2018-01-01

    The community of inquiry framework identified three essential elements of cognitive, social, and teaching presences for a successful online learning experience. Among them, social presence is key for developing personal relationships and enhancing collaboration and critical discourse in online courses. This study examined whether providing more…

  2. Social Media as a Learning Technology for University Students

    Science.gov (United States)

    Hussain, Irshad; Cakir, Ozlem; Candeger, Ümmügülsüm

    2018-01-01

    This paper demonstrates the role of social media as a learning technology for university students and highlights their problems associated with its use. The population of the study consisted of Masters' and Bachelor Studies students studying in their final semesters in the departments of Social Sciences at The Islamia University of Bahawalpur,…

  3. Perceptions of School Children of Using Social Media for Learning

    Science.gov (United States)

    Blair, Robert; Millard, David; Woollard, John

    2017-01-01

    Social media is lauded as a powerful tool for informal learning, and a tool of choice for teenagers. This paper reports on the findings of a survey of 384 secondary school pupils in the UK (aged 11-17) over a 12 week period. Our findings indicate a pervasiveness of social media usage amongst this age group, but variety in the types of engagement…

  4. Professional Learning and the Materiality of Social Practice

    Science.gov (United States)

    Makitalo, Asa

    2012-01-01

    This article addresses professional learning as intrinsic to social practices. It takes its point of departure in a sociocultural notion of mediation and communication in human activity and addresses the constitutive nature of language and artefacts as material-semiotic tools in the social coordination of perspectives and action, meaning-making…

  5. Behavioral evidence for differences in social and non-social category learning

    Directory of Open Access Journals (Sweden)

    Lucile eGamond

    2012-08-01

    Full Text Available When meeting someone for the very first time one spontaneously categorizes the seen person on the basis of his/her appearance. Categorization is based on the association between some physical features and category labels that can be social (character trait… or non-social (tall, thin. Surprisingly little is known about how such associations are formed, particularly in the social domain. Here, we aimed at testing whether social and non-social category learning may be dissociated. We presented subjects with a large number of faces that had to be rated according to social or non-social labels, and induced an association between a facial feature (inter-eye distance and the category labels using two different procedures. In a first experiment, we used a feedback procedure to reinforce the association; behavioral measures revealed an association between the physical feature manipulated and abstract non-social categories, while no evidence for an association with social labels could be found. In a second experiment, we used passive exposure to the association between physical features and labels; we obtained behavioral evidence for learning of both social and non-social categories. These results support the view of the specificity of social category learning; they suggest that social categories are best acquired through unsupervised procedures that can be considered as a simplified proxy for group transmission.

  6. Social Learning Conceptualization for Substance Abuse: Implications for Therapeutic Interventions

    Directory of Open Access Journals (Sweden)

    Theodoros Giovazolias

    2014-03-01

    Full Text Available Substance misuse and abuse among adolescents and young adults, especially students, remain a significant public health issue, often associated with serious academic, psychological and health problems. Theoretical models of social behaviour emphasize the importance of peer behaviour as a modelling or normative influence. The processes by which social influence factors contribute to substance misuse behaviour have been described in models derived from the social learning paradigm, including both socio-environmental (e.g. social modelling, perceived norms and coping skills and cognitive variables (e.g. self-efficacy, outcome expectancies. However, this growing body of the literature often reveals contradictory findings regarding the precise mechanisms of processes by which social and cognitive variables may influence substance misuse in youth populations. This review critically examines the literature on different forms of peer influence and accordingly provides suggestions for intervention strategies that take into consideration the relevant research findings on social learning constructs.

  7. The potential of social learning in relation to leadership training

    DEFF Research Database (Denmark)

    Moesby-Jensen, Cecilie K.

    in the healthcare sector in Denmark. The findings presented in the paper are based on participant observations, interviews, surveys and documentary material collected from 12 managers and the 160 staff members they supervise. Analyses of the data lead to recommendations for further integration of social learning......This paper discusses the potential of social learning in relation to leadership training courses, by presenting an empirical case study of the intended and unintended consequences of learning that occurred as a result of a specific leadership training course for public middle managers...

  8. Learning to teach science for social justice in urban schools

    Science.gov (United States)

    Vora, Purvi

    This study looks at how beginner teachers learn to teach science for social justice in urban schools. The research questions are: (1) what views do beginner teachers hold about teaching science for social justice in urban schools? (2) How do beginner teachers' views about teaching science for social justice develop as part of their learning? In looking at teacher learning, I take a situative perspective that defines learning as increased participation in a community of practice. I use the case study methodology with five teacher participants as the individual units of analysis. In measuring participation, I draw from mathematics education literature that offers three domains of professional practice: Content, pedagogy and professional identity. In addition, I focus on agency as an important component of increased participation from a social justice perspective. My findings reveal two main tensions that arose as teachers considered what it meant to teach science from a social justice perspective: (1) Culturally responsive teaching vs. "real" science and (2) Teaching science as a political act. In negotiating these tensions, teachers drew on a variety of pedagogical and conceptual tools offered in USE that focused on issues of equity, access, place-based pedagogy, student agency, ownership and culture as a toolkit. Further, in looking at how the five participants negotiated these tensions in practice, I describe four variables that either afforded or constrained teacher agency and consequently the development of their own identity and role as socially just educators. These four variables are: (1) Accessing and activating social, human and cultural capital, (2) reconceptualizing culturally responsive pedagogical tools, (3) views of urban youth and (4) context of participation. This study has implications for understanding the dialectical relationship between agency and social justice identity for beginner teachers who are learning how to teach for social justice. Also

  9. Adaptive Social Learning Based on Crowdsourcing

    Science.gov (United States)

    Karataev, Evgeny; Zadorozhny, Vladimir

    2017-01-01

    Many techniques have been developed to enhance learning experience with computer technology. A particularly great influence of technology on learning came with the emergence of the web and adaptive educational hypermedia systems. While the web enables users to interact and collaborate with each other to create, organize, and share knowledge via…

  10. Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning

    Science.gov (United States)

    Dabbagh, Nada; Kitsantas, Anastasia

    2012-01-01

    A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection…

  11. Social learning through prediction error in the brain

    Science.gov (United States)

    Joiner, Jessica; Piva, Matthew; Turrin, Courtney; Chang, Steve W. C.

    2017-06-01

    Learning about the world is critical to survival and success. In social animals, learning about others is a necessary component of navigating the social world, ultimately contributing to increasing evolutionary fitness. How humans and nonhuman animals represent the internal states and experiences of others has long been a subject of intense interest in the developmental psychology tradition, and, more recently, in studies of learning and decision making involving self and other. In this review, we explore how psychology conceptualizes the process of representing others, and how neuroscience has uncovered correlates of reinforcement learning signals to explore the neural mechanisms underlying social learning from the perspective of representing reward-related information about self and other. In particular, we discuss self-referenced and other-referenced types of reward prediction errors across multiple brain structures that effectively allow reinforcement learning algorithms to mediate social learning. Prediction-based computational principles in the brain may be strikingly conserved between self-referenced and other-referenced information.

  12. Pro-eating disorder communities on social networking sites: a content analysis.

    Science.gov (United States)

    Juarascio, Adrienne S; Shoaib, Amber; Timko, C Alix

    2010-01-01

    The purpose of this study was to assess the number of pro-ana groups on social networking sites and to analyze their content. A general inductive approach was used to analyze the content. Two main themes emerged from the content analysis: social support and eating disorder specific content. Themes were similar across all groups; however, a linguistic analysis indicated differences between groups on the two different networking sites. There was an absence of content typically found on Internet sites. Pro-ana groups on social networking sites are focused on social interactions, and lack eating disorder specific content found on Internet sites.

  13. Towards identifying Collaborative Learning groups using Social Media

    Directory of Open Access Journals (Sweden)

    Selver Softic

    2012-11-01

    Full Text Available This work reports about the preliminary results and ongoing research based upon profiling collaborative learning groups of persons within the social micro-blogging platforms like Twitter that share potentially common interests on special topic. Hereby the focus is held on spontaneously initiated collaborative learning in Social Media and detection of collaborative learning groups based upon their communication dynamics. Research questions targeted to be answered are: are there any useful data mining algorithms to fulfill the task of pre-selection and clustering of users in social networks, how good do they perform, and what are the metrics that could be used for detection and evaluation in the realm of this task. Basic approach presented here uses as preamble hypothesis that users and their interests in Social Networks can be identified through content generated by them and content they consume. Special focus is held on topic oriented approach as least common bounding point. Those should be also the basic criteria used to detect and outline the learning groups. The aim of this work is to deliver first scientific pre-work for successfully implementation of recommender systems using social network metrics and content features of social network users for the purposes of better learning group communication and information consumption.

  14. Analytical reasoning task reveals limits of social learning in networks.

    Science.gov (United States)

    Rahwan, Iyad; Krasnoshtan, Dmytro; Shariff, Azim; Bonnefon, Jean-François

    2014-04-06

    Social learning-by observing and copying others-is a highly successful cultural mechanism for adaptation, outperforming individual information acquisition and experience. Here, we investigate social learning in the context of the uniquely human capacity for reflective, analytical reasoning. A hallmark of the human mind is its ability to engage analytical reasoning, and suppress false associative intuitions. Through a set of laboratory-based network experiments, we find that social learning fails to propagate this cognitive strategy. When people make false intuitive conclusions and are exposed to the analytic output of their peers, they recognize and adopt this correct output. But they fail to engage analytical reasoning in similar subsequent tasks. Thus, humans exhibit an 'unreflective copying bias', which limits their social learning to the output, rather than the process, of their peers' reasoning-even when doing so requires minimal effort and no technical skill. In contrast to much recent work on observation-based social learning, which emphasizes the propagation of successful behaviour through copying, our findings identify a limit on the power of social networks in situations that require analytical reasoning.

  15. Service-Learning and Social Entrepreneurship: From Strangers to Allies

    Directory of Open Access Journals (Sweden)

    Angela Lewellyn Jones

    2012-04-01

    Full Text Available Service-learning and social entrepreneurship share a common goal of engaging students in work to achieve the public good, and a desire to link education to addressing social problems and needs. Yet an examination of the two initiatives reveals that they generally co-exist on college and university campuses with little or no collaboration or communication between the two programs. This paper examines the definitions and core identities of service-learning and social entrepreneurship, exploring the potential for how the two initiatives might complement and support one another’s work in higher education. This examination includes identifying the values, philosophies, and practices that might provide common ground as well as those that might present points of conflict and tension. KEYWORDSService-learning; Social Entrepreneurship; Civic Engagement

  16. Evolution of learning in fluctuating environments: when selection favors both social and exploratory individual learning.

    Science.gov (United States)

    Borenstein, Elhanan; Feldman, Marcus W; Aoki, Kenichi

    2008-03-01

    Cumulative cultural change requires organisms that are capable of both exploratory individual learning and faithful social learning. In our model, an organism's phenotype is initially determined innately (by its genotypic value) or by social learning (copying a phenotype from the parental generation), and then may or may not be modified by individual learning (exploration around the initial phenotype). The environment alternates periodically between two states, each defined as a certain range of phenotypes that can survive. These states may overlap, in which case the same phenotype can survive in both states, or they may not. We find that a joint social and exploratory individual learning strategy-the strategy that supports cumulative culture-is likely to spread when the environmental states do not overlap. In particular, when the environmental states are contiguous and mutation is allowed among the genotypic values, this strategy will spread in either moderately or highly stable environments, depending on the exact nature of the individual learning applied. On the other hand, natural selection often favors a social learning strategy without exploration when the environmental states overlap. We find only partial support for the "consensus" view, which holds that individual learning, social learning, and innate determination of behavior will evolve at short, intermediate, and long environmental periodicities, respectively.

  17. Gender differences in collaborative learning over online social networks: Epistemological beliefs and behaviors

    Directory of Open Access Journals (Sweden)

    Rosanna Y.-Y. Chan

    2013-09-01

    Full Text Available Online social networks are popular venues for computer-supported collaborative work and computer-supported collaborative learning. Professionals within the same discipline, such as software developers, often interact over various social network sites for knowledge updates and collective understandings. The current study aims at gathering empirical evidences concerning gender differences in online social network beliefs and behaviors. A total of 53 engineering postgraduate students were engaged in a blogging community for collaborative learning. Participants’ beliefs about collaboration and nature of knowledge and knowing (i.e. epistemological beliefs are investigated. More specifically, social network analysis metrics including in-degree, out-degree, closeness centrality, and betweenness centrality are obtained from an 8-interval longitudinal SNA. Methodologically speaking, the current work puts forward mixed methods of longitudinal SNA and quantitative beliefs survey to explore online social network participants’ beliefs and behaviors. The study’s findings demonstrate significant gender differences in collaborative learning through online social networks, including (1 female engineering postgraduate students engage significantly more actively in online communications, (2 male engineering postgraduate students are more likely to be the potential controllers of information flows, and (3 gender differences exist in belief gains related to social aspects, but not individual's epistemic aspects. Overall, participants in both genders demonstrated enhanced beliefs in collaboration as well as the nature of knowledge and knowing.

  18. TANK WASTE RETRIEVAL LESSONS LEARNED AT THE HANFORD SITE

    International Nuclear Information System (INIS)

    DODD, R.A.

    2006-01-01

    One of the environmental remediation challenges facing the nation is the retrieval and permanent disposal of approximately 90 million gallons of radioactive waste stored in underground tanks at the US Department of Energy (DOE) facilities. The Hanford Site is located in southeastern Washington State and stores roughly 60% of this waste. An estimated 53 million gallons of high-level, transuranic, and low-level radioactive waste is stored underground in 149 single-shell tanks (SSTs) and 28 newer double-shell tanks (DSTs) at the Hanford Site. These SSTs range in size from 55,000 gallons to 1,000,000 gallon capacity. Approximately 30 million gallons of this waste is stored in SSTs. The SSTs were constructed between 1943 and 1964 and all have exceeded the nominal 20-year design life. Sixty-seven SSTs are known or suspected to have leaked an estimated 1,000,000 gallons of waste. The risk of additional SST leakage has been greatly reduced by removing more than 3 million gallons of interstitial liquids and supernatant and transferring the waste to the DST system since 1997 as part of the interim stabilization program. Retrieval of SST saltcake and sludge waste is underway to further reduce risks and stage feed materials for the Hanford Site Waste Treatment Plant. This paper presents lessons learned from retrieval of tank waste at the Hanford Site and discusses how this information is used to optimize retrieval system efficiency, improve overall cost effectiveness of retrieval operations, and ensure that HFFACO requirements are met

  19. Investigation of user behavior on social networking sites.

    Science.gov (United States)

    Waheed, Hajra; Anjum, Maria; Rehman, Mariam; Khawaja, Amina

    2017-01-01

    Social networking sites (SNS) are used for social and professional interaction with people. SNS popularity has encouraged researchers to analyze the relationship of activities performed on SNS with user behavior. In doing so, the term "user behavior" is rather used ambiguously with different interpretations, which makes it difficult to identify studies on user behavior in relation to SNS. This phenomenon has encouraged this thorough research on the characteristics of user behavior being discussed in the literature. Therefore, in this study, we aim to identify, analyze, and classify the characteristics associated with user behavior to answer the research questions designed to conduct this research. A mapping study (also called scoping study), which is a type of systematic literature review, is employed to identify potential studies from digital databases through a developed protocol. Thematic analysis is carried out for the classification of user behavior. We identified 116 primary studies for full analysis. This study found seven characteristics associated with behavior that have direct influence on SNS use and nine factors that have an indirect effect. All studies were conducted largely under seven areas that set the context of these studies. Findings show that the research on SNS is still in its early stage. The range of topics covered in the analyzed studies is quite expansive, although the depth in terms of number of studies under each topic is quite limited. This study reports that activities performed on SNS are either associated with user behavior or reflect personality characteristics. The findings of this study could be used by practitioners to evaluate their SNS platforms and develop more user-centered applications. These studies can also help organizations to understand better the needs of their employees.

  20. Investigation of user behavior on social networking sites.

    Directory of Open Access Journals (Sweden)

    Hajra Waheed

    Full Text Available Social networking sites (SNS are used for social and professional interaction with people. SNS popularity has encouraged researchers to analyze the relationship of activities performed on SNS with user behavior. In doing so, the term "user behavior" is rather used ambiguously with different interpretations, which makes it difficult to identify studies on user behavior in relation to SNS. This phenomenon has encouraged this thorough research on the characteristics of user behavior being discussed in the literature. Therefore, in this study, we aim to identify, analyze, and classify the characteristics associated with user behavior to answer the research questions designed to conduct this research. A mapping study (also called scoping study, which is a type of systematic literature review, is employed to identify potential studies from digital databases through a developed protocol. Thematic analysis is carried out for the classification of user behavior. We identified 116 primary studies for full analysis. This study found seven characteristics associated with behavior that have direct influence on SNS use and nine factors that have an indirect effect. All studies were conducted largely under seven areas that set the context of these studies. Findings show that the research on SNS is still in its early stage. The range of topics covered in the analyzed studies is quite expansive, although the depth in terms of number of studies under each topic is quite limited. This study reports that activities performed on SNS are either associated with user behavior or reflect personality characteristics. The findings of this study could be used by practitioners to evaluate their SNS platforms and develop more user-centered applications. These studies can also help organizations to understand better the needs of their employees.

  1. A social insect perspective on the evolution of social learning mechanisms.

    Science.gov (United States)

    Leadbeater, Ellouise; Dawson, Erika H

    2017-07-24

    The social world offers a wealth of opportunities to learn from others, and across the animal kingdom individuals capitalize on those opportunities. Here, we explore the role of natural selection in shaping the processes that underlie social information use, using a suite of experiments on social insects as case studies. We illustrate how an associative framework can encompass complex, context-specific social learning in the insect world and beyond, and based on the hypothesis that evolution acts to modify the associative process, suggest potential pathways by which social information use could evolve to become more efficient and effective. Social insects are distant relatives of vertebrate social learners, but the research we describe highlights routes by which natural selection could coopt similar cognitive raw material across the animal kingdom.

  2. LEARNING BASED ON SOCIAL PROBLEMS FROM AN INTERDISCIPLINARY PERSPECTIVE: ETHICAL DILEMMAS OF SOCIAL INTERVENTION

    Directory of Open Access Journals (Sweden)

    Luis Miguel Rondón-García

    2015-12-01

    Full Text Available This article is inspired by an innovative educational project developed at the University of Malaga (Spain during 2013-2015. Complies with the requirements of the European Higher Education Area, concerning the acquisition of systemic, instrumental and interpersonal skills, an innovative learning experience, inspired by the need for feedback from the social sciences and socialization of knowledge, is proposed from the perspective of the common curriculum. Its main purpose is aimed at ensuring optimum results about learning in Social Work degree in related social disciplines, from a common and creative epistemology. The results have enabled the production of a didactic approach consisting of problem situations, the partner from practice materials. This information has been provided by the professionals involved empirically in practice, in order to generate educational resources, educational and social to scientific knowledge production tools. Welfare cases have been analyzed from all disciplinary perspectives or social sciences related to social work and disseminated for faculty, professional and academic use.

  3. The Evolution of Social Learning and its Economic Consequences

    DEFF Research Database (Denmark)

    Bossan, Benjamin; Jann, Ole; Hammerstein, Peter

    2015-01-01

    to changing environments within one generation by using their respective learning strategy. The frequency of the agent types adapts between generations according to the agents' acquired wealth. During the course of evolution, social learning becomes dominant, resulting in three major effects: First......, for better or worse, the decisions of social learners are more exaggerated than those of individual learners. Second, social learners react with a delay to changes in the environment. Third, the behavior of social learners becomes more and more detached from reality. We argue that our model gives insights......We use an evolutionary model to simulate agents who choose between two options with stochastically varying payoffs. Two types of agents are considered: individual learners, who rely on trial-and-error methods, and social learners, who imitate the wealthiest sampled individual. Agents adapt...

  4. Narratives of social justice: learning in innovative clinical settings.

    Science.gov (United States)

    Reimer Kirkham, Sheryl; Van Hofwegen, Lynn; Hoe Harwood, Catherine

    2005-01-01

    The nursing profession has renewed its commitment to social and political mandates, resulting in increasing attention to issues pertaining to diversity, vulnerable populations, social determinants of health, advocacy and activism, and social justice in nursing curricula. Narratives from a qualitative study examining undergraduate nursing student learning in five innovative clinical settings (corrections, international, parish, rural, and aboriginal) resonate with these curricular emphases. Data were derived from focus groups and interviews with 65 undergraduate nursing students, clinical instructors, and RN mentors. Findings of this study reveal how students in innovative clinical placements bear witness to poverty, inequities, and marginalization (critical awareness), often resulting in dissonance and soul-searching (critical engagement), and a renewed commitment to social transformation (social change). These findings suggest the potential for transformative learning in these settings.

  5. Dissecting the mechanisms of squirrel monkey (Saimiri boliviensis) social learning.

    Science.gov (United States)

    Hopper, Lm; Holmes, An; Williams, LE; Brosnan, Sf

    2013-01-01

    Although the social learning abilities of monkeys have been well documented, this research has only focused on a few species. Furthermore, of those that also incorporated dissections of social learning mechanisms, the majority studied either capuchins (Cebus apella) or marmosets (Callithrix jacchus). To gain a broader understanding of how monkeys gain new skills, we tested squirrel monkeys (Saimiri boliviensis) which have never been studied in tests of social learning mechanisms. To determine whether S. boliviensis can socially learn, we ran "open diffusion" tests with monkeys housed in two social groups (N = 23). Over the course of 10 20-min sessions, the monkeys in each group observed a trained group member retrieving a mealworm from a bidirectional task (the "Slide-box"). Two thirds (67%) of these monkeys both learned how to operate the Slide-box and they also moved the door significantly more times in the direction modeled by the trained demonstrator than the alternative direction. To tease apart the underlying social learning mechanisms we ran a series of three control conditions with 35 squirrel monkeys that had no previous experience with the Slide-box. The first replicated the experimental open diffusion sessions but without the inclusion of a trained model, the second was a no-information control with dyads of monkeys, and the third was a 'ghost' display shown to individual monkeys. The first two controls tested for the importance of social support (mere presence effect) and the ghost display showed the affordances of the task to the monkeys. The monkeys showed a certain level of success in the group control (54% of subjects solved the task on one or more occasions) and paired controls (28% were successful) but none were successful in the ghost control. We propose that the squirrel monkeys' learning, observed in the experimental open diffusion tests, can be best described by a combination of social learning mechanisms in concert; in this case, those

  6. SiteChar. Characterisation of European CO2 storage. Deliverable D8.1. Qualitative and quantitative social site characterisations

    Energy Technology Data Exchange (ETDEWEB)

    Brunsting, S.; Pol, M.; Paukovic, M. [ECN Policy Studies, Energy research Centre of the Netherlands ECN, Amsterdam (Netherlands); Kaiser, M.; Zimmer, R. [Unabhaengiges Institut fuer Umweltfragen UfU, Berlin (Germany); Shackley, S.; Mabon, L. [Scottish Carbon Capture and Storage SCCS, Edinburg, Scotland (United Kingdom); Hepplewhite, F.; Loveridge, R. [Energy Markets Unit, Scottish Government, Edinburg, Scotland (United Kingdom); Mazurowski, M.; Polak-Osiniak, D. [Polish Oil and Gas Company PGNiG, Warszawa (Poland); Rybicki, C. [AGH University of Science and Technology, Krakow (Poland)

    2012-10-15

    At local level, public support has proven crucial to the implementation of CO2 capture and storage (CCS) demonstration projects. Whereas no method exists to guarantee public acceptability of any project, a constructive stakeholder engagement process does increase the likelihood thereof. Social site characterisation can be used as an instrument to explore, plan and evaluate a process of active and constructive local stakeholder engagement in a prospective CCS project as a parallel activity to technical site characterisation. It roughly consists of a formative research phase to get acquainted with the area followed by a series of public information and engagement activities. This deliverable presents results from the first phase for the social site characterisations of a prospective CCS site in Poland (onshore) and the UK (offshore), using qualitative as well as quantitative research methods, as a first step to planning of local public engagement activities and evaluation of these activities that will be undertaken by this consortium at both sites in the near future. Although the term social site characterisation actually refers to the entire process of formative research and subsequent public outreach, and hence to the complete package of awareness work undertaken as part of SiteChar, in the present deliverable the term only refers to the formative research activities as undertaken up to now and as described in this deliverable. The qualitative part of the social site characterisation consisted of (1) a description of relevant social site characteristics such as local history; (2) interviews with relevant local stakeholders; (3) a media analysis of local newspapers. The quantitative part of the social site characterisation consisted of surveys using representative samples to characterise the local population in terms of awareness, knowledge and perceptions of CCS, felt involvement in decision making, extent of local activism, level of trust in representatives and

  7. Social Networks as Learning Environments for Higher Education

    Directory of Open Access Journals (Sweden)

    J.A.Cortés

    2014-09-01

    Full Text Available Learning is considered as a social activity, a student does not learn only of the teacher and the textbook or only in the classroom, learn also from many other agents related to the media, peers and society in general. And since the explosion of the Internet, the information is within the reach of everyone, is there where the main area of opportunity in new technologies applied to education, as well as taking advantage of recent socialization trends that can be leveraged to improve not only informing of their daily practices, but rather as a tool that explore different branches of education research. One can foresee the future of higher education as a social learning environment, open and collaborative, where people construct knowledge in interaction with others, in a comprehensive manner. The mobility and ubiquity that provide mobile devices enable the connection from anywhere and at any time. In modern educational environments can be expected to facilitate mobile devices in the classroom expansion in digital environments, so that students and teachers can build the teaching-learning process collectively, this partial derivative results in the development of draft research approved by the CONADI in “Universidad Cooperativa de Colombia”, "Social Networks: A teaching strategy in learning environments in higher education."

  8. How Newcomers Learn the Social Norms of an Organization: A Case Study of the Socialization of Newly Hired Engineers

    Science.gov (United States)

    Korte, Russell F.

    2009-01-01

    Current scholarship views organizational socialization as a learning process that is primarily the responsibility of the newcomer. Yet recent learning research recognizes the importance of the social interactions in the learning process. This study investigated how newly hired engineers at a large manufacturing company learned job-related tasks…

  9. Soft systems thinking and social learning for adaptive management.

    Science.gov (United States)

    Cundill, G; Cumming, G S; Biggs, D; Fabricius, C

    2012-02-01

    The success of adaptive management in conservation has been questioned and the objective-based management paradigm on which it is based has been heavily criticized. Soft systems thinking and social-learning theory expose errors in the assumption that complex systems can be dispassionately managed by objective observers and highlight the fact that conservation is a social process in which objectives are contested and learning is context dependent. We used these insights to rethink adaptive management in a way that focuses on the social processes involved in management and decision making. Our approach to adaptive management is based on the following assumptions: action toward a common goal is an emergent property of complex social relationships; the introduction of new knowledge, alternative values, and new ways of understanding the world can become a stimulating force for learning, creativity, and change; learning is contextual and is fundamentally about practice; and defining the goal to be addressed is continuous and in principle never ends. We believe five key activities are crucial to defining the goal that is to be addressed in an adaptive-management context and to determining the objectives that are desirable and feasible to the participants: situate the problem in its social and ecological context; raise awareness about alternative views of a problem and encourage enquiry and deconstruction of frames of reference; undertake collaborative actions; and reflect on learning. ©2011 Society for Conservation Biology.

  10. Designing for Learning: Online Social Networks as a Classroom Environment

    Directory of Open Access Journals (Sweden)

    Gail Casey

    2011-11-01

    Full Text Available This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students’ interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author’s action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students’ reactions and online activity while using a range of social media and Web 2.0 tools.The authors use Graham Nuthall’s (2007 “lens on learning” to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning.

  11. Social connections and the persuasiveness of viral campaigns in social network sites: persuasive intent as the underlying mechanism

    NARCIS (Netherlands)

    van Noort, G.; Antheunis, M.L.; van Reijmersdal, E.A.

    2012-01-01

    Social media are increasingly popular. Consequently, marketers more and more recognize social network sites as a platform for commercial campaigns. Social network users forward these campaigns to their online connections. However, our understanding of the persuasiveness of these campaigns is scarce.

  12. Impact of Social Networking Sites on Children in Military Families.

    Science.gov (United States)

    McGuire, Austen B; Steele, Ric G

    2016-09-01

    Youth in military families experience a relatively unique set of stressors that can put them at risk for numerous psychological and behavior problems. Thus, there is a need to identify potential mechanisms by which children can gain resiliency against these stressors. One potential mechanism that has yet to be empirically studied with military youth is social networking sites (SNSs). SNSs have gained significant popularity among society, especially youth. Given the significance of these communication tools in youths' lives, it is important to analyze how SNS use may affect military youth and their ability to cope with common military life stressors. The current review examines the potential positive and negative consequences associated with SNS use in coping with three common stressors of youth in military families: parent deployment, frequent relocation, and having a family member with a psychological or physical disability. By drawing from SNS and military literature, we predict that SNS use can be a positive tool for helping children in military families to cope with stressors. However, certain SNS behaviors can potentially result in more negative outcomes. Recommendations for future research are also discussed.

  13. Attitudinal Disposition of Nigerian University Students toward Social Networking Sites

    Directory of Open Access Journals (Sweden)

    Suleiman Alhaji Ahmad

    2012-03-01

    Full Text Available Abstract- Internet has consolidated into a cohesive entity and amalgamated itself as a very powerful platform that has changed the way people do things. Social Networking Sites (SNSs cannot be underestimated or jettison because no other communication medium which has given an international and globalized audience and dimension to the world like it. Facebook, Myspace, YouTube etc each of these and many other SNSs play a vital role on interaction and communication. The access to the internet for SNSs browsing is everywhere now. It is clearly established that even politicians, influential people, corporate managers, security agencies, lecturers, school administrators, and children are using SNSs thus students as well. Most SNSs are similar to each other there is commonality in their technical features. The study seeks to find out the level of students’ attitude towards SNSs usage in the selected northern Nigerian universities. Quantitatively it was found that Nigerian students have positive attitude towards the SNSs; and that there is no significant difference in terms of gender. However, differences were found significant in terms of faculties in the extent of students’ attitudes toward the SNSs usage.

  14. An overview of regulatory, environmental and social siting considerations

    Energy Technology Data Exchange (ETDEWEB)

    Jones, Jason [Tetra Tech (United States)

    2011-07-01

    There is the potential for involvement of different levels of government and many other actors in the location and, finally, the feasibility of a modern wind energy project. This paper gives an overview of the social, regulatory, and environmental considerations that can influence the location of a wind energy project. At the beginning the site has to be identified and wind resources and transmission feasibility have to be assessed. Environmental and engineering issues and public and government acceptability have to be considered. Federal, provincial, local and municipal considerations are discussed. A fatal flaw analysis also known as Critical Issues Analysis (CIA) is performed and the results are given. Constructability issues, telecommunications and aviation screening are omitted from the CIA. Different reasons for setbacks and causes of concern are mentioned and explained. Bird and bat fatalities from collision with turbines are mentioned as a concern. Studies relating to matters of heritage and cultural resources have also been conducted. Finally, issues relating to socioeconomic impact, communications infrastructure and transportation issues are discussed.

  15. On the Design of Social Media for Learning

    Directory of Open Access Journals (Sweden)

    Jon Dron

    2014-08-01

    Full Text Available This paper presents two conceptual models that we have developed for understanding ways that social media can support learning. One model relates to the “social” aspect of social media, describing the different ways that people can learn with and from each other, in one or more of three social forms: groups, networks and sets. The other model relates to the ‘media’ side of social media, describing how technologies are constructed and the roles that people play in creating and enacting them, treating them in terms of softness and hardness. The two models are complementary: neither provides a complete picture but, in combination, they help to explain how and why different uses of social media may succeed or fail and, as importantly, are intended to help us design learning activities that make most effective use of the technologies. We offer some suggestions as to how media used to support different social forms can be softened and hardened for different kinds of learning applications.

  16. Social networking sites as business tool: a study of user behavior

    NARCIS (Netherlands)

    Constantinides, Efthymios; Lorenzo-Romero, C.; Alarcon-del-Amo, M.d.C.; Glykas, M.

    2013-01-01

    Social Networking Sites (SNS) are second generation web applications allowing the creation of personal online networks; the social networking domain has become one of the fastest growing online environments connecting hundreds of millions of people worldwide. Businesses are increasingly interested

  17. Media as Social Partners: The Social Nature of Young Children's Learning from Screen Media

    Science.gov (United States)

    Richert, Rebekah A.; Robb, Michael B.; Smith, Erin I.

    2011-01-01

    Television has become a nearly ubiquitous feature in children's cultural landscape. A review of the research into young children's learning from television indicates that the likelihood that children will learn from screen media is influenced by their developing social relationships with on-screen characters, as much as by their developing…

  18. Seamless Language Learning: Second Language Learning with Social Media

    OpenAIRE

    Wong, Lung-Hsiang; Sing-Chai, Ching; Poh-Aw, Guat

    2017-01-01

    Este artículo describe un modelo de aprendizaje de lenguas que se sirve de las redes sociales para promover un aprendizaje contextualizado y conectado en comunidades. El modelo propone la interconexión entre diferentes tipos de actividades de aprendizaje en contextos diversos con el objetivo de lograr un aprendizaje discontinuo. Promueve las interacciones sociales a través de los medios compartiendo aspectos de la vida cotidiana en la lengua meta. Este trabajo identifica en primer lugar aspec...

  19. Adolescent alcohol-related risk cognitions: the roles of social norms and social networking sites.

    Science.gov (United States)

    Litt, Dana M; Stock, Michelle L

    2011-12-01

    The present study examined the impact of socially based descriptive norms on willingness to drink alcohol, drinker prototype favorability, affective alcohol attitudes, and perceived vulnerability for alcohol-related consequences within the Prototype Willingness model. Descriptive norms were manipulated by having 189 young adolescents view experimenter-created profile pages from the social networking site Facebook, which either showed older peers drinking or not. The results provided evidence that descriptive norms for alcohol use, as portrayed by Facebook profiles, significantly impact willingness to use, prototypes, attitudes toward use, and perceived vulnerability. A multiple mediation analysis indicated that prototypes, attitudes, and perceptions of use mediated the relationship between the content of the Facebook profile and willingness. These results indicate that adolescents who perceive that alcohol use is normative, as evidenced by Facebook profiles, are at higher risk for cognitions shown to predict alcohol use than adolescents who do not see alcohol use portrayed as frequently on Facebook.

  20. Learning to walk changes infants' social interactions.

    Science.gov (United States)

    Clearfield, Melissa W

    2011-02-01

    The onset of crawling marks a motor, cognitive and social milestone. The present study investigated whether independent walking marks a second milestone for social behaviors. In Experiment 1, the social and exploratory behaviors of crawling infants were observed while crawling and in a baby-walker, resulting in no differences based on posture. In Experiment 2, the social behaviors of independently walking infants were compared to age-matched crawling infants in a baby-walker. Independently walking infants spent significantly more time interacting with the toys and with their mothers, and also made more vocalizations and more directed gestures compared to infants in the walker. Experiment 3 tracked infants' social behaviors longitudinally across the transition from crawling and walking. Even when controlled for age, the transition to independent walking marked increased interaction time with mothers, as well as more sophisticated interactions, including directing mothers' attention to particular objects. The results suggest a developmental progression linking social interactions with milestones in locomotor development. Copyright © 2010 Elsevier Inc. All rights reserved.

  1. Adding Social Elements to Game-Based Learning

    Directory of Open Access Journals (Sweden)

    Chien-Hung Lai

    2014-05-01

    Full Text Available Game-based learning is to present the instruction by games in learning, with the main purpose of triggering learners’ motives instead of instructing the courses. Thus, increasing learning motive by game-based learning becomes a common instructional strategy to enhance learning achievement. However, it is not easy to design interesting games combined with courses. In 2011, Echeverria proposed a design to combine characteristics of games with elements of courses by matching the virtual scenarios in games with proper courses. However, in the past game-based learning, students were gathered in regular places for several times of game-based learning. Students’ learning was limited by time and space. Therefore, for students’ game-based learning at any time and in any places, based on theories of design elements of online community game Aki Järvinen, this study treats Facebook as the platform of games. The development by online community game is easier, faster and cheaper than traditional video games. In 2006, Facebook allowed API program of the third party. Therefore, by Facebook, this study provides the platform for students to learn in social lives to explore students’ activities in online community games. Questionnaire survey is conducted to find out if the design of non-single user game is attractive for students to participate in game-based learning. In order to make sure that the questionnaires can be the criteria to investigate students’ intention to play games, by statistical program of social science; this study validates reliability and validity of items of questionnaire to effectively control the effect of online community games on students’ learning intention.

  2. Early Language Learning and the Social Brain.

    Science.gov (United States)

    Kuhl, Patricia K

    2014-01-01

    Explaining how every typically developing child acquires language is one of the grand challenges of cognitive neuroscience. Historically, language learning provoked classic debates about the contributions of innately specialized as opposed to general learning mechanisms. Now, new data are being brought to bear from studies that employ magnetoencephalograph (MEG), electroencephalograph (EEG), magnetic resonance imaging (MRI), and diffusion tensor imaging (DTI) studies on young children. These studies examine the patterns of association between brain and behavioral measures. The resulting data offer both expected results and surprises that are altering theory. As we uncover what it means to be human through the lens of young children, and their ability to speak, what we learn will not only inform theories of human development, but also lead to the discovery of neural biomarkers, early in life, that indicate risk for language impairment and allow early intervention for children with developmental disabilities involving language. Copyright © 2014 Cold Spring Harbor Laboratory Press; all rights reserved.

  3. Technology overview: assessment of social values in thermal power plant siting, social impact methodology evaluation

    International Nuclear Information System (INIS)

    Anon.

    1978-01-01

    A methodology was developed to facilitate the selection of favorable thermal power plant site and design alternatives from the community perspective. A two-stage, multicriteria decision technique was employed to combine technical assessments of effects of the proposed site/design alternatives with corresponding community values. In the first stage, submodels are used to develop indices of plant impact on each of ten decision criteria. These criteria include effects on aesthetics, water quality, cost of power, air quality, ecology, social quality, local economy, recreational opportunities, cultural resources, and human health and safety. In the second stage, each of the impact indices is weighted by corresponding community values and then summed to provide an overall index of plant acceptability

  4. The Social Life of Learning Theory

    DEFF Research Database (Denmark)

    Ratner, Helene Gad

    2013-01-01

    There is a growing understanding that public institutions need to be proactive in not only developing their welfare services but doing so continually through various concepts of learning. This article presents an ethnographic study of a public school that aims at working strategically...... with organizational learning through Donald Schön's concept of “the reflective practitioner.” Schön's concepts provide the school manager with a vocabulary to criticize the destructive effects of New Public Management's linear steering technologies. The study also illustrates that expectations of reflective...

  5. Repeated Strains, Social Control, Social Learning, and Delinquency: Testing an Integrated Model of General Strain Theory in China

    Science.gov (United States)

    Bao, Wan-Ning; Haas, Ain; Chen, Xiaojin; Pi, Yijun

    2014-01-01

    In Agnew's general strain theory, repeated strains can generate crime and delinquency by reducing social control and fostering social learning of crime. Using a sample of 615 middle-and high-school students in China, this study examines how social control and social learning variables mediate the effect of repeated strains in school and at home on…

  6. Social Learning Strategies: Bridge-Building between Fields.

    Science.gov (United States)

    Kendal, Rachel L; Boogert, Neeltje J; Rendell, Luke; Laland, Kevin N; Webster, Mike; Jones, Patricia L

    2018-07-01

    While social learning is widespread, indiscriminate copying of others is rarely beneficial. Theory suggests that individuals should be selective in what, when, and whom they copy, by following 'social learning strategies' (SLSs). The SLS concept has stimulated extensive experimental work, integrated theory, and empirical findings, and created impetus to the social learning and cultural evolution fields. However, the SLS concept needs updating to accommodate recent findings that individuals switch between strategies flexibly, that multiple strategies are deployed simultaneously, and that there is no one-to-one correspondence between psychological heuristics deployed and resulting population-level patterns. The field would also benefit from the simultaneous study of mechanism and function. SLSs provide a useful vehicle for bridge-building between cognitive psychology, neuroscience, and evolutionary biology. Copyright © 2018. Published by Elsevier Ltd.

  7. A Social Media Practicum: An Action-Learning Approach to Social Media Marketing and Analytics

    Science.gov (United States)

    Atwong, Catherine T.

    2015-01-01

    To prepare students for the rapidly evolving field of digital marketing, which requires more and more technical skills every year, a social media practicum creates a learning environment in which students can apply marketing principles and become ready for collaborative work in social media marketing and analytics. Using student newspapers as…

  8. Social Learning, Social Control, and Strain Theories: A Formalization of Micro-level Criminological Theories

    OpenAIRE

    Proctor, Kristopher Ryan

    2010-01-01

    This dissertation proposes theoretical formalization as a way of enhancing theory development within criminology. Differential association, social learning, social control, and general strain theories are formalized in order to identify assumptions of human nature, key theoretical concepts, theoretical knowledge claims, and scope conditions. The resulting formalization allows greater comparability between theories in terms of explanatory power, and additionally provides insights into integrat...

  9. Socialization and Adolescent Self-Esteem: Symbolic Interaction and Social Learning Explanations.

    Science.gov (United States)

    Openshaw, D. Kim; And Others

    1983-01-01

    Investigated the effects of social learning and symbolic interaction on adolescent self-esteem. Adolescents (N=368) and their parents completed measures of self-esteem, parental behavior and parental power. Results suggested adolescent self-esteem is more a function of social interaction and the reflected appraisals of others than a modeling of…

  10. Participatory Learning through Social Media: How and Why Social Studies Educators Use Twitter

    Science.gov (United States)

    Krutka, Daniel G.; Carpenter, Jeffrey P.

    2016-01-01

    The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities. To…

  11. Implementation of Learning Organization Components in Ardabil Social Security Hospital

    Directory of Open Access Journals (Sweden)

    Azadeh Zirak

    2015-06-01

    Full Text Available This study aimed to investigate the implementation of learning organization characteristics based on Marquardt systematic model in Ardabil Social Security Hospital. The statistical population of this research was 234 male and female employees of Ardabil Social Security Hospital. For data collection, Marquardt questionnaire was used in the present study which its validity and reliability had been confirmed. Statistical analysis of hypotheses based on independent samples t-test showed that learning organization characteristics were used more than average level in some subsystems of Marquardt model and there was a significant difference between current position and excellent position based on learning organization characteristic application. According to the research findings, more attention should be paid to the subsystems of learning organization establishment and balanced development of these subsystems.

  12. Learning from others mistakes: how social media etiquette distorts informal learning online.

    OpenAIRE

    Osborne, Nicola

    2014-01-01

    Informal learning and information exchange form an important part of interactions between professionals in social media spaces but these spaces also trigger complex performances of self (Goffman 1959, Barbour and Marshall 2012). This paper, drawing upon research investigating the nature and efficacy of collaborative learning between professional participants within social media spaces, expands upon key findings on the roles of self-presentation, and emerging etiquette practices around peer co...

  13. Research on Social Networking Sites and Social Support from 2004 to 2015: A Narrative Review and Directions for Future Research.

    Science.gov (United States)

    Meng, Jingbo; Martinez, Lourdes; Holmstrom, Amanda; Chung, Minwoong; Cox, Jeff

    2017-01-01

    The article presents a narrative review of scholarship on social support through social networking sites (SNSs) published from 2004 to 2015. By searching keywords related to social support and SNSs in major databases for social sciences, we identified and content analyzed directly relevant articles (N = 88). The article summarizes the prevalence of theory usage; the function of theory usage (e.g., testing a theory, developing a theory); major theories referenced; and methodologies, including research designs, measurement, and the roles of social support and SNS examined in this literature. It also reports four themes identified across the studies, indicating the trends in the current research. Based on the review, the article presents a discussion about study sites, conceptualization of social support, theoretical coherence, the role of social networks, and the dynamic relationships between SNS use and social support, which points out potential avenues for shaping a future research agenda.

  14. Learner Views about Cooperative Learning in Social Learning Networks

    Science.gov (United States)

    Cankaya, Serkan; Yunkul, Eyup

    2018-01-01

    The purpose of this study was to reveal the attitudes and views of university students about the use of Edmodo as a cooperative learning environment. In the research process, the students were divided into groups of 4 or 5 within the scope of a course given in the department of Computer Education and Instructional Technology. For each group,…

  15. The Social Life of Learning Theory

    DEFF Research Database (Denmark)

    Ratner, Helene Gad

    2013-01-01

    with organizational learning through Donald Schön's concept of “the reflective practitioner.” Schön's concepts provide the school manager with a vocabulary to criticize the destructive effects of New Public Management's linear steering technologies. The study also illustrates that expectations of reflective...

  16. Use of online social networking sites among pre-service information technology teachers

    Directory of Open Access Journals (Sweden)

    Elif Buğra Kuzu

    2013-12-01

    Full Text Available The current study aimed to investigate the current status and perceptions of pre-service information technology (IT teachers regarding the use of online social networking sites (SNSs. The investigation was further supported through participant feedback regarding the design and implementation of a blended learning environment to embrace online SNSs in instructional settings. The study had a qualitative nature and employed a focus group interview to collect data. Participants were ten fourth graders who were randomly selected from voluntary undergraduate students enrolled at an IT education department of a Turkish state university. Researchers resorted to content analysis through an inductive coding process, provided themes addressing student perceptions and needs, and proposed implications and suggestions for further instructional practices.

  17. Organizational Learning, Agility and Social Technologies in Contemporary Workplaces

    OpenAIRE

    Tikkamäki , Kati; Mavengere , Nicholas

    2012-01-01

    Part 8: Discussion Groups; International audience; The contemporary workplaces face demanding challenges, such as expectations to be agile, competitive, efficient and adept to using employee knowledge. There are several required virtues in order to have a conductive workplace, for example, organizational learning and agility. The discussion forum aimed to bring out the inter-related roles of organizational learning, agility and social technologies in modern workplaces. The working methods in ...

  18. [Learning about social determinants of health through chronicles, using a virtual learning environment].

    Science.gov (United States)

    Restrepo-Palacio, Sonia; Amaya-Guio, Jairo

    2016-01-01

    To describe the contributions of a pedagogical strategy based on the construction of chronicles, using a Virtual Learning Environment for training medical students from Universidad de La Sabana on social determinants of health. Descriptive study with a qualitative approach. Design and implementation of a Virtual Learning Environment based on the ADDIE instructional model. A Virtual Learning Environment was implemented with an instructional design based on the five phases of the ADDIE model, on the grounds of meaningful learning and social constructivism, and through the narration of chronicles or life stories as a pedagogical strategy. During the course, the structural determinants and intermediaries were addressed, and nine chronicles were produced by working groups made up of four or five students, who demonstrated meaningful learning from real life stories, presented a coherent sequence, and kept a thread; 82% of these students incorporated in their contents most of the social determinants of health, emphasizing on the concepts of equity or inequity, equality or inequality, justice or injustice and social cohesion. A Virtual Learning Environment, based on an appropriate instructional design, allows to facilitate learning of social determinants of health through a constructivist pedagogical approach by analyzing chronicles or life stories created by ninth-semester students of medicine from Universidad de La Sabana.

  19. Pharmacists' perceptions of professionalism on social networking sites.

    Science.gov (United States)

    Benetoli, Arcelio; Chen, Timothy F; Schaefer, Marion; Chaar, Betty; Aslani, Parisa

    Social networking sites (SNS) are a new venue for communication, and health care professionals, like the general population, are using them extensively. However, their behavior on SNS may influence public perceptions about their professionalism. This study explored how pharmacists separate professional and personal information and activities on SNS, their perceptions of professional behavior on SNS, and opinions on guidelines in this area. In-depth, semi-structured interviews were conducted with international practising pharmacists (n = 31) recruited from a range of countries (n = 9). Initially, pharmacists known to the research team were invited, and thereafter, participants were recruited using a snowballing technique. The interviews lasted from 30 to 120 min. All interviews were recorded, transcribed verbatim, and thematically analyzed. A majority of participants mixed professional and personal information and activities on SNS, and about one third adopted a separation strategy where professional information and activities were clearly separated from personal ones (e.g. two different SNS accounts, or one particular SNS for professional use and another platform for personal purposes). Most participants expressed concern over how pharmacists present themselves and behave in SNS when they reported (un)professional behaviors of peers they had observed. Examples of perceived unprofessional behaviors included revealing details of personal life and activities; open complaints about the pharmacy sector, co-workers, physicians, and patients; inappropriate description of pharmacists' roles and activities; and breaches of patient confidentiality. Positive professional behaviors, such as expression of compassion for patients, examples of effective patient management, promotion of pharmacists' role, and correction of misleading health information being spread online were also observed. There was no consensus on having professional social media guidelines. Some preferred

  20. Social learning: medical student perceptions of geriatric house calls.

    Science.gov (United States)

    Abbey, Linda; Willett, Rita; Selby-Penczak, Rachel; McKnight, Roberta

    2010-01-01

    Bandura's social learning theory provides a useful conceptual framework to understand medical students' perceptions of a house calls experience at Virginia Commonwealth University School of Medicine. Social learning and role modeling reflect Liaison Committee on Medical Education guidelines for "Medical schools (to) ensure that the learning environment for medical students promotes the development of explicit and appropriate professional attributes (attitudes, behaviors, and identity) in their medical students." This qualitative study reports findings from open-ended survey questions from 123 medical students who observed a preceptor during house calls to elderly homebound patients. Their comments included reflections on the medical treatment as well as interactions with family and professional care providers. Student insights about the social learning process they experienced during house calls to geriatric patients characterized physician role models as dedicated, compassionate, and communicative. They also described patient care in the home environment as comprehensive, personalized, more relaxed, and comfortable. Student perceptions reflect an appreciation of the richness and complexity of details learned from home visits and social interaction with patients, families, and caregivers.

  1. An Assessment of Contagion on Social Networking Sites

    DEFF Research Database (Denmark)

    Tussyadiah, Iis

    2012-01-01

    . The relationship between social interactions and social influence is moderated by opinion leadership and attitude towards status consumption, which are conceptualized to represent consumers’ competitiveness. Consumers’ status consumption contributes negatively to recommendation-based consumption, but positively...

  2. Using Social Media Technologies to Enhance Online Learning

    Directory of Open Access Journals (Sweden)

    Hershey H. Friedman

    2013-01-01

    Full Text Available Models of distance education have evolved over decades, just in time to collide with modern pedagogies in which communication, interaction, student engagement, and active learning are of critical importance. The number of college students taking online classes continues to grow. Today, nearly 30% of college students are taking at least one online class. The social media technologies encompass a wide variety of Web-based technologies such as blogs, wikis, online social networking, and virtual worlds. This paper examines the relevant published literature, looking at online learning activities through the prism of the defining characteristics of today’s new communication technologies.

  3. Exploring Social Learning through Upstream Engagement in Science and Technology

    DEFF Research Database (Denmark)

    Mortensen, Jonas Egmose

    This discussion paper deliberates on how the concept of social learning can be used for evaluating upstream engagement initiatives in science and technology.  The paper briefly introduces to the concept of upstream engagement and a concrete case, the UK Citizen Science for Sustainability project...... (SuScit), as an outset for discussing how the concept of social learning can be used for analysing and understanding relations between citizen participation, Science and research, and sustainability. A number of relevant research questions and methodological considerations are distilled...

  4. Social Media: An Optimal Virtual Environment for Learning Foreign Languages

    Directory of Open Access Journals (Sweden)

    Rdouan Faizi

    2014-09-01

    Full Text Available The present paper aims at exploring the potential role that social media technologies play in learning foreign languages. For this purpose, a survey was carried out to examine students’ and language learners’ perceptions and attitudes about using these platforms. Results of the research study revealed that the great majority of the respondents actually use these web-based applications to enhance their language skills. Most importantly, they noted that social media contribute in improving their listening, reading, speaking and writing skills. Accordingly, we strongly recommend that instructors use these online tools in distant, blended, or face-to-face language learning settings.

  5. Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

    Science.gov (United States)

    Balakrishnan, Vimala

    2014-01-01

    The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

  6. From Social Movement Learning to Sociomaterial Movement Learning? Addressing the Possibilities and Limits of New Materialism

    Science.gov (United States)

    McGregor, Callum

    2014-01-01

    In recent years academic interest in social movement learning (SML) has flourished. "Studies in the Education of Adults" has arguably emerged as the premier international forum for exploring the links between adult learning and movements for progressive change. In parallel to this subfield, yet largely in isolation from it,…

  7. Learning and Socializing Preferences in Hong Kong Chinese Children.

    Science.gov (United States)

    Chen, Eva E; Corriveau, Kathleen H; Lai, Veronica K W; Poon, Sze Long; Gaither, Sarah E

    2018-04-30

    The impact of social group information on the learning and socializing preferences of Hong Kong Chinese children were examined. Specifically, the degree to which variability in racial out-group exposure affects children's use of race to make decisions about unfamiliar individuals (Chinese, White, Southeast Asian) was investigated. Participants (N = 212; M age  = 60.51 months) chose functions for novel objects after informants demonstrated their use; indicated with which peer group member to socialize; and were measured on racial group recognition, preference, and identification. Overall, children preferred in-group members, though out-group exposure and the relative social status of out-groups mattered as well. At a young age, children's specific experiences with different races influence how they learn and befriend others across racial group lines. © 2018 Society for Research in Child Development.

  8. The pervasive role of social learning in primate lifetime development.

    Science.gov (United States)

    Whiten, Andrew; van de Waal, Erica

    2018-01-01

    In recent decades, an accelerating research effort has exploited a substantial diversity of methodologies to garner mounting evidence for social learning and culture in many species of primate. As in humans, the evidence suggests that the juvenile phases of non-human primates' lives represent a period of particular intensity in adaptive learning from others, yet the relevant research remains scattered in the literature. Accordingly, we here offer what we believe to be the first substantial collation and review of this body of work and its implications for the lifetime behavioral ecology of primates. We divide our analysis into three main phases: a first phase of learning focused on primary attachment figures, typically the mother; a second phase of selective learning from a widening array of group members, including some with expertise that the primary figures may lack; and a third phase following later dispersal, when a migrant individual encounters new ecological and social circumstances about which the existing residents possess expertise that can be learned from. Collating a diversity of discoveries about this lifetime process leads us to conclude that social learning pervades primate ontogenetic development, importantly shaping locally adaptive knowledge and skills that span multiple aspects of the behavioral repertoire.

  9. Social Learning and the Mitigation of Transport CO2 Emissions

    Directory of Open Access Journals (Sweden)

    Maha Al Sabbagh

    2017-01-01

    Full Text Available Social learning, a key factor in fostering behavioural change and improving decision making, is considered necessary for achieving substantial CO2 emission reductions. However, no empirical evidence exists on how it contributes to mitigation of transport CO2 emissions, or the extent of its influence on decision making. This paper presents evidence addressing these knowledge gaps. Social learning-oriented workshops were conducted to gather the views and preferences of participants from the general public in Bahrain on selected transport CO2 mitigation measures. Social preferences were inputted into a deliberative decision-making model and then compared to a previously prepared participative model. An analysis of the results revealed that social learning could contribute to changes in views, preferences and acceptance regarding mitigation measures, and these changes were statistically significant at an alpha level of 0.1. Thus, while social learning evidently plays an important role in the decision-making process, the impacts of using other participatory techniques should also be explored.

  10. Lifelong learning and participation: a pedagogical turn in social work and social policy

    DEFF Research Database (Denmark)

    Hansen, Helle Krogh; Rothuizen, Jan Jaap; Molpeceres, Mariangeles

    2012-01-01

    other things because a unilateral focus on the economic aspects may cause dissolution of the social cohesion and decrease in well-being for far too many people. The HEAR ME project aimed at developing strategies for lifelong learning and new roles for older people based on their competences, network...... in involvement of older people in voluntary social work as mentors for young people. The challenge of the ageing societies is quite often discussed as the ‘burden of the elderly’ and discussed as an economic problem. However, the challenge is not only economical. It is also a social and cultural challenge, among...... and an assumed desire of generativity. Action learning seems to be an appropriate learning concept in relation to keeping older people engaged in the community. The authors thus point at participating and lifelong learning as part of the answers to the demographic challenges, and they suggest what you might call...

  11. Use of social networking sites and alcohol consumption among adolescents.

    Science.gov (United States)

    Sampasa-Kanyinga, H; Chaput, J-P

    2016-10-01

    Research indicates that screen time (e.g. TV viewing) is associated with alcohol consumption in adolescents; however, very little is known about the link between the use of social networking sites (SNSs) and alcohol intake in this age group. The purpose of this study was to examine the association between the use of SNSs and alcohol consumption among Canadian middle and high school students, and to test whether this link varies by sex and drinking frequency or intensity. School-based cross-sectional study. Self-reported data on time spent on SNSs, alcohol consumption and sociodemographic characteristics were obtained from 10,072 participants within the 2013 cycle of the Ontario Student Drug Use and Health Survey, a province-wide survey of students in grades 7-12 (11-20 years old). Adolescent females who reported daily use of SNSs (≤2 hours/day or >2 hours/day) were more likely than those who use them infrequently or do not use them at all to report both occasional and regular alcohol consumption in the past 12 months, while adolescent males who reported daily use of SNSs were more likely than those who use SNSs infrequently or do not use them at all to report regular alcohol use in the past 12 months. The use of SNSs was also associated with report of binge drinking (defined as drinking five or more drinks on one occasion) in the past 4 weeks in both males and females. Results provide evidence that the use of SNSs is associated with alcohol consumption among adolescents. Differences between males and females in the reported associations warrant further investigations. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  12. Underage Use of Social Network Sites: It's About Friends.

    Science.gov (United States)

    Barbovschi, Monica; Macháčková, Hana; Ólafsson, Kjartan

    2015-06-01

    European self-regulation to ensure children's safety on social networking sites (SNS) stipulates that children should be old enough to use their services. However, a growing number of children are not. Drawing on data from the Net Children Go Mobile (NCGM) project (2012-2014), this study focuses on children aged 9-12 years, among whom 42% have a profile on Facebook, many with the explicit permission of their parents, despite the explicit policy allowing only children aged 13 years and older. Yet, such parental influence is not the only factor contributing to an underage child having a profile. Hierarchical logistic regressions were conducted in which the odds of having a profile on Facebook among children aged 9-12 years (N=1,723) were predicted. After controlling for demographic variables, Facebook use was connected to daily use of the Internet from home (bedroom and other places), looking for new friends online, and online disinhibition (e.g., being able to talk about different things on the Internet than when speaking to people face-to-face). In terms of parental mediation, restrictions lower the probabilities of an underage child having a SNS profile, while active parental mediation increases the odds. In addition to parental mediation, peer mediation increases the chances of underage Facebook use, indicating that children play a significant role in influencing each other in adoption of new technologies and applications. Finally, digital skills related to communication have a significant effect, suggesting an integrated adoption of communicative practices online. Daily use of mobile devices had no effect in the model.

  13. Social networking sites: a novel portal for communication.

    Science.gov (United States)

    Farmer, A D; Bruckner Holt, C E M; Cook, M J; Hearing, S D

    2009-09-01

    The internet has transformed many spheres of society. Most notably the advent of social networking websites, such as MySpace, Bebo and Facebook, have attracted many millions of users worldwide. There are over 350 such sites in operation across the internet. There is a paucity of data in the adult literature examining the medical usage of this interesting facet of modern life. To ascertain whether Facebook has user groups that are connected with common medical conditions, and to classify the user groups that were identified as well as enumerating the number of individual users contained therein. We conducted a search of the entire Facebook website between December 2007 and January 2009. We used medical and lay nomenclature for the most prevalent non-communicable diseases as identified from the World Health Organisation Burden of Disease publication to identify whether they were represented among individual Facebook users and user groups. We identified 290,962 individual users who were part of 757 groups. Patient groups accounted for 47.4%, patient/carer support groups 28.1%, fund raising groups 18.6%, and others 5.8%. Notably, there were other groups containing representations from the scientific research community in addition to educational resources. The groups with the most individual members pertained to malignant neoplasms and cardiovascular disease (141,458 users) consistent with their worldwide prevalence. Facebook is providing a readily accessible portal for patients, carers and healthcare professionals to share their experiences of investigation, diagnosis and management of disease. Furthermore, this technology is being used for research, education and fundraising. Further research is warranted to explore the further potential of this new technology.

  14. The Multidimensionality of Multicultural Service Learning: The Variable Effects of Social Identity, Context and Pedagogy on Pre-Service Teachers' Learning

    Science.gov (United States)

    Chang, Shih-pei; Anagnostopoulos, Dorothea; Omae, Hilda

    2011-01-01

    Multicultural service learning (MSL) seeks to develop pre-service teachers' capacities and commitment to teach diverse student populations. We use multiple regression analyses of survey data collected from 212 pre-service teachers engaged in 22 MSL sites to assess the effects of pre-service teachers' social identities, MSL contexts, and university…

  15. Lifelong Learning and the Legacy of Social Purpose

    OpenAIRE

    Malcolm, Janice; O'Rourke, Rebecca

    2001-01-01

    This paper explores the implications for current lifelong learning research and practice of the historically privileged relationship claimed for radical adult education and movements for social change rooted in class, gender, anti-racist and community politics. The trajectory this relationship follows, in research, policy and practice, is complex, with phases of expansion and retrenchment, in the social movements and adult education, which do not always map straightforwardly against each othe...

  16. Emotional pedagogy and the gendering of social and emotional learning

    OpenAIRE

    Evans, Rhiannon Emily

    2017-01-01

    Social and emotional learning (SEL) has predominantly been conceptualised as a neurological process, which has precluded understanding of how social, cultural and material discourses inform the expression of emotional experiences. Gender remains a notable omission. This article explores the micro-practices through which gender structures the development of young people’s emotional subjectivities within the context of a school-based SEL intervention. Particular emphasis is placed on the gender...

  17. Implementation of Learning Organization Components in Ardabil Social Security Hospital

    OpenAIRE

    Azadeh Zirak

    2015-01-01

    This study aimed to investigate the implementation of learning organization characteristics based on Marquardt systematic model in Ardabil Social Security Hospital. The statistical population of this research was 234 male and female employees of Ardabil Social Security Hospital. For data collection, Marquardt questionnaire was used in the present study which its validity and reliability had been confirmed. Statistical analysis of hypotheses based on independent samples t-test showed that lear...

  18. Monoracial and Biracial Children: Effects of Racial Identity Saliency on Social Learning and Social Preferences

    Science.gov (United States)

    Gaither, Sarah E.; Chen, Eva E.; Corriveau, Kathleen H.; Harris, Paul L.; Ambady, Nalini; Sommers, Samuel R.

    2014-01-01

    Children prefer learning from, and affiliating with, their racial ingroup but those preferences may vary for biracial children. Monoracial (White, Black, Asian) and biracial (Black/White, Asian/White) children (N=246, 3–8 years) had their racial identity primed. In a learning preferences task, participants determined the function of a novel object after watching adults (White, Black, and Asian) demonstrate its uses. In the social preferences task, participants saw pairs of children (White, Black, and Asian) and chose with whom they most wanted to socially affiliate. Biracial children showed flexibility in racial identification during learning and social tasks. However, minority-primed biracial children were not more likely than monoracial minorities to socially affiliate with primed racial ingroup members, indicating their ingroup preferences are contextually based. PMID:25040708

  19. Problematic use of social networking sites among urban school going teenagers.

    Science.gov (United States)

    Meena, Parth Singh; Mittal, Pankaj Kumar; Solanki, Ram Kumar

    2012-07-01

    Social networking sites like Facebook, Orkut and Twitter are virtual communities where users can create individual public profiles, interact with real-life friends and meet other people based on shared interests. An exponential rise in usage of Social Networking Sites have been seen within the last few years. Their ease of use and immediate gratification effect on users has changed the way people in general and students in particular spend their time. Young adults, particularly teenagers tended to be unaware of just how much time they really spent on social networking sites. Negative correlates of Social Networking Sites usage include the decrease in real life social community participation and academic achievement, as well as relationship problems, each of which may be indicative of potential addiction. the aim of the study was to find out whether teenagers, specially those living in cities spend too much time on social networking websites. 200 subjects, both boys and girls were included in the cross sectional study who were given a 20 item Young's internet addiction test modified for social networking sites. The responses were analyzed using chi square test and Fisher's exact test. 24.74% of the students were having occasional or 'frequency' problems while 2.02% of them were experiencing severe problems due to excessive time spent using social networking sites. With the ever increasing popularity of social media, teenagers are devoting significant time to social networking on websites and are prone to get 'addicted' to such form of online social interaction.

  20. Social Media and Teaching-Learning: Connecting or Distancing?

    Science.gov (United States)

    Yancey, Nan Russell

    2017-10-01

    As new ideas and new ways of connecting seemingly surface ever more quickly, faculty face the daunting task of using emerging technology in the teaching-learning endeavor while honoring the presence of teacher with learner. The focus of this column is on using social media as a teaching-learning tool in the shared journey of coming to know, which is so essential for the aspiring nurse. While opportunities for using teaching-learning technologies abound and are ever-changing, faculty are challenged to cocreate a learner-focused journey of coming to know, without allowing the technology to become the focus.