Acceptance of social media in secondary education for education-related purposes.

1. Nederlandse Informatica Onderwijs Conferentie 2011 | 7&8 april 2011 | Heerlen
Social Media acceptance:
experiences in secondary education
Jan-Willem van ‘t Klooster - University of Twente & Bonhoeffer College Enschede
Melanie Janssen-Morshuis - Bonhoeffer College Enschede

2. BACKGROUND
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3. (Social Media) Research - shared interest
• Bonhoeffer College
• Bonhoeffer Research School Students learning to conduct research
• Development Community of Learners, Teacher Development Teams, PhD / MSc research
• University of Twente
• SoMeRe research institute (ao gratifications, behaviour (SoMe in 5/6 VWO)
• MB ao business models, marketing
• GW ao communities, acceptance
• EWI ao platforms for (eg. self support) communities, availability,
math. models
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4. NIOC 2011 | 7 april 2011
CONTENTS
• Introductions
• State of art
• Promises
• Experiences
• Main Results
• Lessons learned & Conclusion
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INLEIDING
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6. 6

7. 7

8. SoMe USE - POTENTIAL DISSIMINATION
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9. SoMe USE - POTENTIAL DISSIMINATION
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10. SoMe USE - POTENTIAL DISSIMINATION
quick
easy
low burden
whenever 10

11. NIOC 2011 | 7 april 2011
SoMe EFFECTS (Constantinides & Fountain, 2008)
Blogs • Empowerment
SNSs • Participation
Online communities • Social capital
Fora / bulletin boards • Openness, transparency
Content aggegrators • Communicate, get (back) in touch
Mashups • Networking
Media platforms • Community building
Entertainment platforms • Democratisation / User control
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State of Art
• Use at secondary schools?
• Mainly in phase of initiative - eg Winkwaves
• Concrete results higher classses 2nd education..
• Higher education
• PR - contact prospective students [eg next slide]
• Increase of student motivation
- The effect of Twitter on college student engagement and grades
R. Junco, G. Heiberger, E. Loken, http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2010.00387.x/pdf
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OUR EXPERIMENT: GOALS
• USEFUL (hence course-related) use of SoMe in last classes of 2ndary
education
study in ECONOMICS & INFORMATICS
HAVO & VWO pre-exam & exam-year
• USES:
- background - actualities, providing material
- q&a / discussion - outside the classroom
- exam conduct - providing assignments
- homework - tips, repeating of what was said in class
- examen-related - tips, success wishes, repeating, practice material
• secondary goal: increase Student engagement
!
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METHODOLOGY
• we set up twitter account @BonhoeffervdW for both INF and ECO
• opt in basis (explorative study nature). Scope:
• Setting up a account and defining operations
• Use account
• Monitor account
• Subjective and objective measurement
• Evaluation
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16. • foto account
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BACKGROUNDS
• links online, news, tips
• use in classroom
before class (in les op terugkomen)
in class (praktisch werk)
after class (herhalen)
• in both courses Eco and INF, SoMe provided advantages compared to
electronic learning environment
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EXAMS
• assignments online
• short tasks or links
• can be used in limited contexts
• impression next slide
• repetition of hints (also done for homework)
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RESULTS
• online student survey (n = 124, showup = 36,3% -> m=45)
• 55 account, > 90 follow feed
• numbers increase steadily
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RESULTS
• online survey
Performance
m=45
Expectancy
• use of UTAUT Effort
Behavioral Acceptance
(Venkatesh 2003) Expectancy
Intention technology
Social
Influence
Facilitating
Conditions
Gender Age Experience Voluntariness
of Use
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22. MAIN ACCEPTANCE RESULTS - Performance
• Repeating of hints mentioned in class: 72% positief; (t)
• Repeating of homework given in class: 75% positief; (hw)
• Delivery of exams and assignments. 61% positief; (pw)
• Assistance for preparing exams. 61% positief; (d)
• Getting feedback from teacher. 59% positief. (d)
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23. MAIN ACCEPTANCE RESULTS - Effort
Ease of use of Twitter?
Electr. learning environment instead of Twitter?
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24. MAIN ACCEPTANCE RESULTS - cont.
• privacy is big concern. School to stay out of personal circle student.
• 82 % thinks SoMe is good additional to education.
• 66% would like to see use of SoMe (in our cases twitter) continued,
11% negative.
• Insatisfied on course combination ECO and INF ;though appreciated by
teachers, now the providing of backgrounds miss intended effect.
• We were not able to show increased engagement:
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25. engaged into school through Twitter?
ENGAGEMENT..
motivated for course by Twitter?
it takes more!
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26. If students gave grade
on a grade 1-10, enthousiasm
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27. DISCUSSION
• no courses together!
• works for school-affairs
(social events) also
• media ‘wisdom’ needed
• SoMe also in course
content in INF
• remarkable perceived dissemination speed. But needs objectivation.
• opt-inn, 3 months can be extended, also to measure improvements.
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28. ∑
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CONCLUSION
SoMe has course related potential in secondary education
Students enthousiasts - but not in all 5 intended areas
Specific communities - keep focus
Acceptation high: empowered, little effort, environment, availability high
SoMe can be used for Homework reminders, assignments and exams,
feedback, Q/A for exams, backgrounds
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∑ Take-away message
Educational SoMe use
can contribute,
to learning process
of students,
inside and outside the classroom
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31. Social Media in Secondary
Education
@BonhoeffervdW
twitter.com/bonhoeffervdw
ir. Jan-Willem van ‘t Klooster MSc j.w.vantklooster@utwente.nl #infKLS
drs. Melanie Janssen-Morshuis m.janssen@bc-enschede.nl #ecoJMO