Social Presence, Identity, and Online Learning Research: Research Development and Needs

Scholars across many disciplines have grappled with questions of what it means for a person to be and interact online. Who are we when we go online? How do others know we are there and how do they perceive us? Within the context of online learning, scholarly questions tend to reflect more specific concerns focused on how well people can learn in a setting limited to mediated interactions lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to issues of social presence and identity, both of which are complex, multi-faceted, closely interrelated constructs

Transitions in social media use and social media use for transition: A survey study of the shift from high school to college

High school and college students are known to be heavy users of social media. Much of their use is focused on peer social interactions and entertainment, but social media is also a potential platform for informal networked learning. In this study, we examine how college students used social media to learn about and prepare for college, how they use it in the university context, and how their social media use has changed as they mature and transition from one educational setting to another. Undergraduate students at a large public research university completed an online survey about their social media uses and perceptions. In terms of using social media to support the high school to college transition, preliminary findings show that for many students social media provided a valuable source of information about colleges, and in particular helped them plan and begin to build their social and activity networks in their new setting. Once at college, social media continued to help provide connections, serving as a source of information about campus events and supporting social connections. Social media was less frequently used as a means of networking with instructors. Many students noted that their use of social media had changed in meaningful ways as they transitioned to college. These students indicated that their networks were now different, that their attitudes and uses had matured, and that they were better able to use their social media networks as a platform for awareness and change. Whether they perceived meaningful changes in their use of social media across the transition, most participants alluded to a desire to minimize drama, social comparison, and other ill effects of social media. As data analysis continues, we will be exploring differences across platforms and relationships in college-related social media use based on intensity of use and sense of belonging. The study has implications for how institutions offer and support the development of social media networks among prospective and current students and provides insight into mindsets that can support or inhibit greater use of social media as a platform for informal networked learning as youth transition from high school to college and eventually on to careers

Virtual Enhancement to Physical Spaces: A QR Code Based Orientation Game

University orientations are typically passive events for students, with activities that include sitting and listening to speakers and perhaps talking to others seated nearby. In this project, the authors sought to provide a more active and collaborative component to a university orientation via a team-based game that incorporated content included in a typical orientation and modeled appropriate instructional technology use. This mobile orientation game used QR codes and videos to augment the physical environment of an academic building. This paper describes the design and development process for this game, and presents the results of an evaluation conducted at the end. The game, which lasted an hour, both helped players learn more about the people and key locations within the new program they were joining and, most importantly, helped participants meet and interact with their new peers prior to the beginning of classes

Systematic Reviews of Research on Online Learning: An Introductory Look and Review

In this introduction to the special issue on systematic reviews of research on online learning, we introduce the need for systematic reviews on online learning. Utilizing a three-tier lens focusing on systems, pedagogical, and people levels, we have selected nine articles for this issue. At the systems level, there are two articles that focus on research trends during COVID-19, and features of high-quality online learning. At the pedagogical level, five articles were included that address online learner collaboration, help-seeking strategies, intersubjectivity, invisible participation, and online assessment. Finally, at the people level, there are two articles. The first focuses on online learning for minoritized and first-generation students. The second examines moderators in asynchronous online discussions. This introductory article provides a short summary of the nine articles and concludes with implications for practitioners and researchers on using and conducting systematic reviews on various topics in online learning

College Students, Networked Knowledge Activities, and Digital Competence

Amid the landscape of digital literacies and frameworks is a common assumption that contemporary youth, frequently dubbed “digital natives,” intuitively understand and use online technologies. While their use of these technologies may be frequent and highly skilled in some respects (e.g., communicating with friends), their use and abilities in other areas, such as those valued in school settings and the workforce, may differ. This survey of 350 college students examines how they use an array of online platforms for everyday life information-seeking purposes, including the frequency with which they engage in different networked knowledge activities. Findings show that while students often use platforms associated with personal networking, such as Instagram, professional platforms like LinkedIn are less commonly used. Students are much more likely to engage in passive online activities than active ones. In particular, skills related to tagging, writing, and creation are infrequently used. Additionally, about half of these college students do not believe social media, which fosters these networked knowledge activities, is relevant to their careers. These findings show opportunities for better developing college students’ digital skill sets, with guidance for skills that might be targeted, taught together, and supported through learning activities in online spaces to prepare college students for digital information tasks in the workplace

Online Learning and Bloom's Taxonomy

This webinar, published by the Center for Workforce Development, is part of a series on technology and instructional issues. In this presentation, Dr. Venessa Dennen presents on how Bloom’s Taxonomy can help guide the selection and design of online learning activities. Dennen begins with an introduction to online learning concerns, explores learner interactions, highlights Bloom's Taxonomy, and considers online learning activity design. Dennen concludes with ideas for how to support learners as they attain lower, middle, and higher order learning outcomes. A Q&A follows the presentation. The webinar recording runs 59:29 minutes in length

FACEBOOK, “FRIENDS,” AND THE HIGHER EDUCATION CLASSROOM: STUDENT PREFERENCES AND ATTITUDES

This study explores student preferences and attitudes related to using Facebook in a higher education setting. The research questions guiding this study are:1. What are college students preferences regarding Facebook use in a class setting?2. What are college students preferences regarding Facebook friendship with their instructors?Participants in this descriptive study were 169 students at a large public university in the United States. They completed an online survey about their Facebook use habits and beliefs in an educational context. The majority of survey respondents were female (88%), held undergraduate status (95%) in the College of Education (62%), were current Facebook users (95%), and ranged in age from 19 to 62