Enhancing students’ learning experience using social networking applications
Evidence from a random experiment
Bibliographic Data
| ID | 21631270 |
|---|---|
| Authors | Wangda Zhu (0000-0001-9611-4800, Cornell University, corresponding author), Ying Hua (0000-0003-2798-4479, Cornell University) |
| Year | 2024 |
| Volume | 32 |
| Issue | 10 |
| Pages | 6225-6249 |
| Publication date | 2024-11-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2023.2255229 |
| OpenAlex | W4386502063 |
| Language | EN |
| Citations received | 3 |
| References cited | 80 |
During the COVID-19 quarantine, we conducted a field-setting pre/post-test randomized experiment (n = 115), creating a community using the social media application Instagram to enhance students’ interactions with their peers and immediate physical environments in a large, introductory online course in environmental psychology. We used the framework of the community of inquiry (CoI) to explain the ecological effects of this project. After posting photos and interacting with others on Instagram weekly for 8 weeks, student participants reported a significantly greater social presence and cognitive presence. Furthermore, participants reported higher levels of course satisfaction and performed better on the preliminary exams than non-participants, but this does not seem attributable to the intervention itself. We discuss the issues of self-selection bias, attrition bias, and compliance bias in this study arguing that greater social presence increased the cognitive presence, as mediated by meaningful peer interactions. Our findings provide additional evidence on the value of using social media in educational settings on learning experiences and for building communities to connect students with their peers and physical environments. We also explore the implementation of a pedagogical approach to context-based learning via mobile technologies, and how the CoI framework can be used in evaluating online learning environments
Attrition · Pedagogy · Social learning · Social media · World Wide Web · Applied Psychology · Computer Science · Impact of Technology on Adolescents · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Social Psychology
Researching the community of inquiry framework
Mobile computing devices in higher education
Facilitating Cognitive Presence in Online Learning
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment
Exploring causal relationships among teaching, cognitive and social presence
The effect of Twitter on college student engagement and grades
Student enrollment, motivation and learning performance in a blended learning environment
Matching Using Estimated Propensity Scores
The Relationship of Social Presence and Interaction in Online Classes
The Challenge of Education and Learning in the Developing World
Ancova versus change from baseline had more power in randomized studies and more bias in nonrandomized studies
A Systematic Review of Social Presence
The central role of the propensity score in observational studies for causal effects
Matching As An Econometric Evaluation Estimator
The social psychology of telecommunications
Use of Quasi-Experimental Research Designs in Education Research
When ostracism is mandated
Social media and education
Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education
Learning to write, reading to learn
To use or not to use? Social media in higher education in developing countries
Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment
Blended learning environments
Learning in Facebook
Students and mobile devices
Student-Teacher Interaction on Facebook
Facebook-Induced Motivation Shifts in a French Online Course
Romanticising language learning
Toward a More Robust Theory and Measure of Social Presence
Foreign language learners' interactions with their teachers on Facebook
A paradox in the interpretation of group comparisons
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |