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

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 spaces within MOOCs and proposes a social learning space grid that can aid MOOC designers to implement such spaces, considering the related requirements. Furthermore, it describes a MOOC case study incorporating three collaborative and social learning spaces and discusses challenges faced. Interesting lessons learned from the case give an insight on which spaces to be implemented and the scenarios and factors to be considered

“Support is What Really Helped Me Get Through”: Understanding Athletes’ Online Disclosures about Pursuit and Receipt of Social Support During Concussion Recovery

This research examines the role of social support in athletes’ lived experiences with concussion injuries. Fifty-eight blog posts authored by athletes documenting their concussion injuries were analyzed to determine the types of support athletes sought and received while rehabilitating from a concussion. A deductive approach guided by Xu and Burleson’s (2001) social support typology guided analysis of the blog posts. Results indicated that to varying degrees, athletes sought and received emotional, informational, network, esteem, and tangible support. Analysis revealed that athletes experience support deficits with esteem and emotional support, while they appear to have network support needs met. The results enhance understanding of athletes’ lived experiences with concussion symptoms and their support needs as they recovered from this injury. The results also illustrate the types of support that parents, friends, teachers, teammates, coaches, and others can enact to better support athletes through concussion management

Information Filtering in Electronic Networks of Practice: An fMRI Investigation of Expectation (Dis)confirmation

Online forums sponsored by electronic networks of practice (ENPs) have become an important platform for technology-mediated knowledge exchange, yet relatively little is known about how ENP participants filter and evaluate the information they encounter on these forums. This study integrates perspectives from expectation confirmation theory, prospect theory, and neuroscience research to explore how ENP forum filtering judgments are influenced when expectations formed on the basis of contextual cues are confirmed or disconfirmed by the examination of solution quality. We summarize six different models of expectation confirmation explored in previous IS literature and report the results of a neuroimaging experiment using functional MRI (fMRI) that paired both positive and negative contextual cues with high- and low-quality solutions on a mock ENP forum interface. Results show that evaluation judgments are strongest in conditions where initial contextual cue judgments are confirmed by examination of solution quality except when the perceived expectation-experience gap is large, providing evidence for an assimilation-contrast model of expectation confirmation. We also found neural activation differences for expectation confirmation vs. disconfirmation and, consistent with prospect theory, differences in filtering behaviors with respect to unexpected gains vs. unexpected losses

Patterns Of Academic Help-Seeking In Undergraduate Computing Students

Knowing when and how to seek academic help is crucial to the success of undergraduate computing students. While individual help-seeking resources have been studied, little is understood about the factors influencing students to use or avoid certain re- sources. Understanding students’ patterns of help-seeking can help identify factors contributing to utilization or avoidance of help resources by different groups, an important step toward improving the quality and accessibility of resources. We present a mixed-methods study investigating the help-seeking behavior of undergraduate computing students. We collected survey data (n = 138) about students’ frequency of using several resources followed by one-on-one student interviews (n = 15) to better understand why they use those resources. Several notable patterns were found. Women sought help in office hours more frequently than men did and computing majors sought help from their peers more often than non-computing majors. Additionally, interview data revealed a common progression in which students started from easily accessible but low utility resources (online sources and peers) before moving on to less easily accessible, high utility resources (like instructor office hours). Finally, while no differences between racial groups was observed, the lack of diversity in our sample limits these findings

Promoting Domain-specific Forum Participation via Off-topic Forum Participation in Electronic Networks of Practice

In this paper, we investigate how members’ participation in off-topic social forums in electronic networks of practice (eNoPs) influences their propensity to participate in their domain-specific forums. Currently, the literature offers two theoretical arguments that would predict opposing outcomes concerning the impact that off-topic forum participation has on domain-specific forum participation. We argue that investigating the network structure of the off-topic forum has the theoretical flexibility to reconcile these opposing theoretical arguments. Specifically, we hypothesize that an off-topic forum’s overall network structure (network cohesion as determined by the global clustering coefficient) moderates the impact of off-topic forum participation on domain-specific forum participation. We theorize that, given equal conditions, off-topic forum participation creates social bonds that positively affect domain-specific forum participation when the off-topic forums have a highly cohesive network structure. Contrarily, however, we posit that off-topic forum participation becomes a noisy distraction when the off-topic forum has a less-cohesive network structure. We provide empirical support for these hypotheses via a 10-year longitudinal study of software developers’ participation in an electronic network of practice (eNoP). Our paper highlights new theoretical insights on the network effects in an eNoP whereby network structures in one section (off-topic forums) have ramifications for behaviors in a different section (domain-specific forums)

A Survey on Data-Driven Evaluation of Competencies and Capabilities Across Multimedia Environments

The rapid evolution of technology directly impacts the skills and jobs needed in the next decade. Users can, intentionally or unintentionally, develop different skills by creating, interacting with, and consuming the content from online environments and portals where informal learning can emerge. These environments generate large amounts of data; therefore, big data can have a significant impact on education. Moreover, the educational landscape has been shifting from a focus on contents to a focus on competencies and capabilities that will prepare our society for an unknown future during the 21st century. Therefore, the main goal of this literature survey is to examine diverse technology-mediated environments that can generate rich data sets through the users’ interaction and where data can be used to explicitly or implicitly perform a data-driven evaluation of different competencies and capabilities. We thoroughly and comprehensively surveyed the state of the art to identify and analyse digital environments, the data they are producing and the capabilities they can measure and/or develop. Our survey revealed four key multimedia environments that include sites for content sharing & consumption, video games, online learning and social networks that fulfilled our goal. Moreover, different methods were used to measure a large array of diverse capabilities such as expertise, language proficiency and soft skills. Our results prove the potential of the data from diverse digital environments to support the development of lifelong and lifewide 21st-century capabilities for the future society

Youth and Digital Media: From Credibility to Information Quality

Building upon a process-and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality -- primarily works from library and information science, sociology, education, and selected ethnographic studies -- reveals patterns in youth's information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure

Witnessing the Web: The Rhetoric of American E-Vangelism and Persuasion Online

From the distribution of religious tracts at Ellis Island and Billy Sunday’s radio messages to televised recordings of the Billy Graham Crusade and Pat Robertson’s 700 Club, American evangelicals have long made a practice of utilizing mass media to spread the Gospel. Most recently, these Christian evangelists have gone online. As a contribution to scholarship in religious rhetoric and media studies, this dissertation offers evangelistic websites as a case study into the ways persuasion is carried out on the Internet. Through an analysis of digital texts—including several evangelical home pages, a chat room, discussion forums, and a virtual church—I investigate how conversion is encouraged via web design and virtual community as well as how the Internet medium impacts the theology and rhetorical strategies of web evangelists. I argue for “persuasive architecture” and “persuasive communities”—web design on the fundamental level of interface layout and tightly-controlled restrictions on discourse and community membership—as key components of this strategy. In addition, I argue that evangelical ideology has been influenced by the web medium and that a “digital reformation” is taking place in the church, one centered on a move away from the Prosperity Gospel of televangelism to a Gospel focused on God as divine problem-solver and salvation as an uncomplicated, individualized, and instantaneously-rewarding experience, mimicking Web 2.0 users’ desire for quick, timely, and effective answers to all queries. This study simultaneously illuminates the structural and fundamental levels of design through which the web persuades as well as how—as rhetoricians from Plato’s King Thamus to Marshall McLuhan have recognized—media inevitably shapes the message and culture of its users

Hacks, Cracks, and Crime: An Examination of the Subculture and Social Organization of Computer Hackers

This dissertation examines both the subculture and social organization practices of computer hackers. The concept of normative orders (Herbert, 1998: 347) is used to explore hacker subculture in different contexts. To assess hacker social organization, I use Best and Luckenbill¿s (1994) framework of organizational sophistication as well as measures from Decker et al. (1998). The relationships between subculture, social organization, and behavior are explored as well. I collected three qualitative data sets to explore these issues, including posts from six on-line hacker discussion forums, in-depth interviews with active hackers, and field observations at the Defcon 12 hacker convention. These data were triangulated and used to investigate the research questions. The findings suggest the social world of hackers is shaped by five normative orders: technology, knowledge, commitment, categorization, and law. These orders are interrelated, and overwhelmingly influenced by technology. Furthermore, hackers tend to perform hacks alone, but have relatively loose social networks that are used to share information and introduce subcultural norms to new hackers. These networks are couched in a larger hacker community that provided access to a variety of resources and materials. Finally, this analysis demonstrates the dynamic relationships between subculture, social organization, and behavior. I found that subculture and social organization structure the nature of deviant relationships, norms, and behavior. At the same time, the nature of deviant acts appears to influence social organization and subculture. I also discuss the implications for research on computer hackers and crime generally