Delivering a MOOC using a social networking site: The SMOOC design model

This paper articulates a design model for a SMOOC or Social networking site situated MOOC. A noncredit open online course entitled Social Media Tools and Supporting Your Professional Learning (AUSMT) is one example of a SMOOC that the researchers have designed and delivered. The course was delivered within a social networking site (SNS) group and the learning activities utilized social media tools for content delivery and student engagement. A secondary outcome of the course is a persistent “group” repository of resources and activities for students who have access to the specific SNS. The AUSMT course can be characterized as a type of Massive Open Online Courses (MOOC) as it has similar organization and delivery of learner activities/engagement. Developed using the Networked Learning Framework (NLF), this course is an example of an implementation that makes use of a SNS “group” as an organizational structure and virtual meeting place for learners. One challenge identified in the literature with respect to MOOCs is the lack of control that may be needed for pedagogical or organizational reasons. The SMOOC model addresses this challenge and provides other benefits which make the concept useable in more formalized learning. Additional research detailing the specific student activities and resources resulting in student learning in a SMOOC, as well as how these can be assessed for more formalized learning are topics identified for future research

THE EFFECT OF EMOTIONS ON THE REPURCHASE INTENTION MEDIATION BY eWOM

Abstract. Many of researchers are interested in re-searching the emotions of consumers as the focus of research and try to explore the unknown side in terms of consumer psychology. marketers are now trying to learn consumer emotions from various forms that aim to win consumers’ hearts. Consumer emotions will produce different regulations and each different emotion regulation will produce different consumer behavior as well. This study aims to examine emotional regulation such as eWOM and how it affects repurchase intention. This study was conducted with a model describing the relationship between negative emotions, eWOM and repurchase intention and tested by structural equation modeling on data sets consisting of 52 consumer online shop have bad experiences in online shoping.Keywords: Negative emotion, negative eWOM, repurchase intention.

A Review for the Online Social Networks Literature (2005-2011)

Although Online Social Networks (OSNs) such as MySpace, Facebook, and Youtube are still under development; they have attracted millions of users, many of whom have integrated these sites into their daily practices. There are hundreds of OSNs, with various technological affordances, supporting a wide range of interests and practices. However, impact of OSNs is increasingly pervasive and numerous researchers worked on different aspects on social networks. There is no research work for identification and classification of this literature. So, the purpose of this study is to presents a literature review for research works in OSNs. The review covers 132 journal articles published from 2005 to 2011. The reviewed articles classified OSNs literature into four distinct categories: the “Application”, “Survey and Analysis”, “Concept”, and “Technique”. The findings of our study reveal that “applications” were the most frequently category has been considered in the literature. Also, the subject of social networking is somehow overlooked in developing and under-developed countries. This review will provide a source for anyone interested in discovering research trends in social network sites literature, and will help to simulate further interest fields in the area. Keywords: Social network sites (SNSs), Online Social Networks (OSNs), Social media, Social networking

Herding cats: The collection, classification and analysis of web-based content for online researchers

As human interactions take place in online environments, researchers are examining web-based communicative artefacts with increasing attention. One emerging area of interest is the construction of web based texts, such as blogs, by young children. The analysis of such texts presents novel challenges and opportunities for researchers. Unlike hard copy texts, blogs by their very nature change over time, presenting themselves as 'moving targets' for analysis. Analysing blogs is akin to herding cats, which is a feat notoriously difficult to accomplish. Fortunately, blog data is electronic and web-based, which allows for new cataloguing and data management solutions to emerge, and better methods to sort and store large amounts of data. This paper explores the difficulties encountered in capturing online blog data. In doing so, it also showcases a number of solutions for the collection, storage, classification and analysis of electronic, web-based artefacts in general

Social bookmarking in the classroom

The vast amount of content on the Internet causes complications when struggling to tame it. The purpose of this literature review is to uncover the viability of social bookmarking for managing Internet content for classroom learning. It also reveals how collaboration in social bookmarking can increase its effectiveness in the classroom and how social bookmarking models best facilitate learning. Sources researched were published in the last seven years, when social bookmarking started to become widely recognized. Studies in the areas of content organization, searching, collaboration, and education were reviewed. The conclusions acknowledge social bookmarking as not a replacement for, but a complement to more traditional methods of managing Internet content

A media symbolism perspective on the choice of social sharing technologies

The emergence of social sharing technologies, including blogs, microblogs, personal social networking sites, social bookmarking, and forums, has diversified the media through which information content can be shared. This study anchors on the concept of media symbolism to theorize about social sharing technologies. Our theorization is validated through a set of social sharing data, containing focus group interviews and more than 1 million observations on the content sharing behavior of online users. The results indicate that individuals prefer microblogs and social bookmarking, which are more open to accessing shared content from third-party sources, to share commercial contents

Hashtags and Pins in Education: Digital Native Educators in Digital Habitats.

As technology becomes more ubiquitous in society, education cannot ignore the impact it is having on education. This research seeks to understand how Digital Native educators are using Digital Habitats in their professional practice. By gaining a deeper understanding of how educators use Digital Habitats, including their tools, like hashtags and pins, we can begin to develop ways to incorporate these skills into our teacher preparation programs. The knowledge gained from this study can help administrators, technology leaders and coaches to better understand their Digital Native teachers and how they are using these technology tools in their professional practice. This qualitative study was conducted with six public-school Digital Native educator participants. Data was collected in the form of interviews, focus groups, digital archives, observations and documents. The data was coded, categorized and analyzed for thematic revelations. Some of the key findings supported established literature and others extended and refined the current knowledge base. Overall, the findings of the study demonstrate the participants’ interesting and excessive usage of their Digital Habitats personally and professionally. The gregarious nature of the Digital Native educators in this study supported their infusion of Digital Habitat elements into their personal and professional landscape

Rethinking e-learning strategy 2.0 in the digital age: case study of the future school project in the Kingdom of Bahrain

PhD ThesisThis research aims to rethink e-learning strategy in the digital age by taking The Future School Project in The Kingdom of Bahrain as a case study and by investigating and evaluating e-learning strategies. In the Digital Age, the new technologies of web 2.0 (such as Facebook, blog, YouTube, etc.) have changed the learning landscape, where learners are becoming active participants and creators of knowledge. Many claims and suggestion have made about learning potential of Web 2.0 tools and technologies, however, these claims and suggestions have not been based on research evidence. New research is critical because many learning institutions and schools are making significant investments in e-learning; however, changes in the learning process have been incremental rather than transformational, mainly due to the lack of strategic direction. The research approach adopted in this dissertation includes (1) Observations and Document Analysis, (2) Interviews Stakeholders and (3) Questionnaires (Staffs, Teachers and Students). The findings show how teachers and students are using ICTs in learning. Moreover, they explain another factor which has an impact on the successful integration of technology in e-learning: this factor is the gaps between e-learning policy, the actual practice of teachers, and students’ practice; these three worlds are very far apart. Also the findings show that Web 2.0 could bridge the gap between digital natives and the educational system leading to successful integration of technology in learning. Furthermore, it explains the role of Web 2.0 in learning and provides an e-learning strategic framework for evaluating e-learning. The research recommends (1) Using social network sites Facebook and video sharing site YouTube in learning, (2) Triangulation of e-learning policy, teacher practice and students practice, (4) Rethinking using current ICTs, and (5) Encouraging and monitoring teachers using ICTs.Ministry of Education in the Kingdom of Bahrai