The Community for Technology Leaders
RSS Icon
Issue No.04 - October-December (2011 vol.4)
pp: 340-352
B. Thoms , Farmingdak State Coll., Floral Park, NY, USA
In this research, we examine the design, construction, and implementation of a dynamic, easy to use, feedback mechanism for social software. The tool was integrated into an existing university's online learning community (OLC). In line with constructivist learning models and practical information systems (IS) design, the feedback system provides members of the OLC with the capability to rate blog posts and provide instant feedback on the content of their peers. The software was implemented at a US university in an introductory course on IS with the goal of fostering higher levels of learning and social interaction. A content analysis showed higher levels of system usage corresponded with higher course grades. A survey analysis supported these results showing statistical significance between levels of system use and perceived levels of learning.
social sciences computing, computer aided instruction, feedback, further education, information systems, interactive systems, information systems, social feedback system, social interaction, higher education, feedback mechanism, social software, online learning community, OLC, Software design, Blogs, Feedback, Social network services, Internet, Education, Learning systems, design science., Online social networks, online learning community, feedback system, asynchronous learning
B. Thoms, "A Dynamic Social Feedback System to Support Learning and Social Interaction in Higher Education", IEEE Transactions on Learning Technologies, vol.4, no. 4, pp. 340-352, October-December 2011, doi:10.1109/TLT.2011.9
[1] S. Milgram, "The Small World Problem," Psychology Today, vol. 1, no. 1, pp. 60-67, May 1967.
[2] D.A. Williamson, "Social Network Marketing: Ad Spending and Usage," Social Network Marketing, 2008.
[3] D. Sharma, "Social Networking God: 350+ Social Networking Sites,", , 2009.
[4] E. Stacey, "Social Presence Online: Networking Learners at a Distance," Education and Information Technologies, vol. 7, no. 4, pp. 287-294, 2002.
[5] S. Redfern and N. Naughton, "Collaborative Virtual Environments to Support Communication and Community in Internet-Based Distance Education," J. Information Technology Education, vol. 1, no. 3, pp. 201-211, 2002.
[6] M. Rohde, L. Reinecke, B. Pape, and M. Janneck, "Community-Building with Web-Based Systems - Investigating a Hybrid Community of Students," Computer Supported Cooperative Work, vol. 13, nos. 5/6, pp. 471-499, 2004.
[7] A. Quan-Haase, "Trends in Online Learning Communities," SIGGROUP Bull., vol. 25, no. 1, pp. 2-6, 2005.
[8] W. Brescia and M. Miller, "What's It Worth? The Perceived Benefits of Instructional Blogging," Electronic J. for the Integration of Technology in Education, vol. 5, pp. 44-52, 2006.
[9] H.S.Y. Song and M.C. Yuen, "Educational Blogging: A Malaysian University Students' Perception and Experience," Proc. Australasian Soc. for Computers in Learning in Tertiary Education (ASCLITE '08), 2008.
[10] C. Cook, R. Owston, and D.K. Garrison, Blended Learning Practices at COHERE Univ., York Univ. Inst. for Research on Learning Tech nologies, 2004.
[11] P. Hernández-Ramos, "Web Logs and Online Discussions as Tools to Promote Reflective Practice," The J. Interactive Online Learning, vol. 3, no. 1, pp. 1-16, 2004.
[12] W. Richardson, "The Educator's Guide to the Read/Write Web," Educational Leadership, vol. 63, no. 4, pp. 24-27, 2005.
[13] B. Thoms, N. Garrett, J.C. Herrera, and T. Ryan, "Understanding the Roles of Knowledge Sharing and Trust in Online Learning Communities," Proc. 41st Ann. Hawaiian Int'l Conf. System Sciences (HICSS '08), Jan. 2008.
[14] J. Vassileva, "Toward Social Learning Environments," IEEE Trans. Learning Technologies, vol. 1, no. 4, pp. 199-214, Oct.-Dec. 2008.
[15] B. Thoms, N. Garrett, and T. Ryan, "Online Learning Communities in the New 'U'," Int'l J. Networking and Virtual Organisations, vol. 6, no. 5, pp. 499-517, 2009.
[16] B. Thoms, N. Garrett, M. Soffer, and T. Ryan, "Resurrecting Graduate Conversation through an Online Learning Community," Int'l J. Information Comm. and Technology Education, vol. 4, no. 3, pp. 341-350, 2008.
[17] G. Conole and M. Oliver, "A Pedagogical Framework for Embedding C&IT into the Curriculum," Assoc. for Learning Technology J., vol. 6, pp. 4-16, 1998.
[18] R.E. Ferdig, "Assessing Technologies for Teaching and Learning: Understanding the Importance of Technological Pedagogical Content Knowledge," British J. Educational Technology, vol. 37, no. 5, pp. 749-760, 2006.
[19] L.S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes. Harvard Univ., 1987.
[20] G.C. Neto, A.S. Gomes, J. Castro, and S. Sampaio, "Integrating Activity Theory and Organizational Modeling for Context of Use Analysis," Proc. Latin Am. Conf. Human-Computer Interaction, Oct. 2005.
[21] S. Bødker, "A Human Activity Approach to User Interfaces," Human-Computer Interaction, vol. 4, no. 3, pp. 171-195, 1989.
[22] Y. Mor, J. Tholander, and J. Holmberg, "Designing for Constructionist Web-Based Knowledge Building," Proc. Conf. Computer Support for Collaborative Learning: Learning 2005: The Next 10 Years, pp. 450-459, 2005.
[23] R. Heckman and H. Annabi, "Cultivating Voluntary Online Learning Communities in Blended Environments," J. Asynchronous Learning Networks, vol. 10, no. 4, 2006.
[24] K. Kuutti, "Activity Theory as a Potential Framework for Human Computer Interaction Research," Context and Consciousness: Activity Theory and Human Computer Interaction, B. Nardi, ed., pp. 17-44, MIT, 1995.
[25] B.A. Nardi, D.J. Schiano, and M. Gumbrecht, "Blogging as Social Activity, or, Would You Let 900 Million People Read Your Diary?" Proc. ACM Conf. Computer Supported Cooperative Work, pp. 222-231, 2004.
[26] K. Issroff and E. Scanlon, "Case Studies Revisited- What Can Activity Theory Offer?" Proc. First Euro-Computer Supported Collaborative Learning Conf., 2001.
[27] C.M. Johnson, "A Survey of Current Research on Online Communities of Practice," Internet and Higher Education, vol. 4, pp. 45-60, 2001.
[28] R. Palloff and K. Pratt, Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. Jossey-Bass, 1999.
[29] J.R. Savery and T.M. Duffy, "Problem Based Learning: An Instructional Model and Its Constructivist Framework," Constructivist Learning Environments: Case Studies in Instructional Design, B. Wilson, ed., Educational Tech nology, 1996.
[30] J. Piaget, The Origins of Intelligence in Children. Int'l Univ., 1952.
[31] F. Hagstrom and J.V. Wertsch, "Grounding Social Identity for Professional Practice," Topics in Language Disorders, vol. 3, no. 24, pp. 162-173, 2004.
[32] D. Squires, "Educational Software and Learning: Subversive Use and Volatile Design," Proc. 32nd Ann. Hawaii Int'l Conf. System Sciences (HICSS '99), Jan. 1999.
[33] M.R. Matthews, "Constructivism and Science Education: A Further Appraisal," J. Science Education and Technology, vol. 11, no. 2, pp. 121-134, 2002.
[34] C. Dalsgaard, "Social Software: E-Learning beyond Learning Management Systems," contrib/ 2006Christian_Dalsgaard.htm. Oct. 2007.
[35] M. Teeper, "The Rise of Social Software," netWorker, vol. 7, pp. 18-23, 2003.
[36] E. Soloway, S. Jackson, J. Klein, C. Quintana, J. Reed, J. Sptulnik, S.J. Stratford, S. Studer, S. Jul, J. Eng, and N. Scala, "Learning Theory in Practice: Case Studies of Learner-Centered Design," Proc. Conf. Human Factors in Computing Systems (CHI '96), 1996.
[37] J.A. Short, E. Williams, and B. Christie, The Social Psychology of Telecommunications. John Wiley & Sons, 1976.
[38] F. Biocca, C. Harms, and J.K. Burgoon, "Toward a More Robust Theory and Measure of Social Presence: Review and Suggested Criteria," Presence: Teleoperators and Virtual Environments, vol. 12, pp. 456-480, 2003.
[39] C.H. Tu and M. McIsaac, "The Relationship of Social Presence and Interaction in Online Classes," The Am. J. Distance Education, vol. 16, pp. 131-150, 2002.
[40] W. Hung, "Building Learning Communities by Enhancing Social Presence: Implementing Blended Instructional Delivery Methods," SIGGROUP Bull., vol. 24, no. 3, pp. 79-84, 2003.
[41] C.N. Gunawardena and F.J. Zittle, "Social Presence as a Predictor of Satisfaction within a Computer-Mediated Conferencing Environment," The Am. J. Distance Education, vol. 11, pp. 8-26, 1997.
[42] J.C. Richardson and K. Swan, "Examining Social Presence in Online Courses in Relation to Student's Perceived Learning and Satisfaction," J. Asynchronous Learning Networks, vol. 7, no. 1, pp. 68-88, 2003.
[43] L. Shih and K. Swan, "Fostering Social Presence in Asynchronous Online Class Discussions," Proc. Conf. Computer Support for Collaborative Learning, pp. 602-606, 2005.
[44] A. Wise, J. Chang, T. Duffy, and R. del Valle, "The Effects of Teacher Social Presence on Student Satisfaction, Engagement, and Learning," Proc. Sixth Int'l Conf. Learning Sciences, pp. 568-575, 2004.
[45] K.J. Lee, "What Goes around Comes Around: An Analysis of as Social Space," Proc. 20th Anniversary Conf. Computer Supported Cooperative Work, pp. 191-194, 2006.
[46] G. Mishne and N. Glance, "Leave a Reply: Analysis of Weblog Comments," Proc. World Wide Web Conf., 2006.
[47] P. Resnick, R. Zeckhauser, E. Friedman, and K. Kuwabara, "Reputation Systems: Facilitating Trust in Internet Interactions," Comm. ACM, vol. 43, no. 12, pp. 45-48, 2000.
[48] J. Sabater and C. Sierra, "Social ReGreT, A Reputation Model Based on Social Relations," ACM SIGecom Exchanges, vol. 3, no. 1, pp. 44-56, 2001.
[49] H. Mengshu, L. Xianliang, Z. Xu, and Z. Chuan, "A Trust Model of P2P System Based on Confirmation Theory," ACM SIGOPS Operating Systems Rev., vol. 39, no. 1, pp. 56-62, 2005.
[50] J.S. Donath, "Identity and Deception in the Virtual Community," Communities in Cyberspace, M.A. Smith and P. Kollock, eds., pp. 29-59, Routledge, 1999.
[51] M.M. Wasko and S. Faraj, "Why Should I Share? Examining Social Capital and Knowledge Contribution in Electronic Networks of Practice," MIS Quarterly, vol. 29, no. 1, pp. 35-57, 2005.
[52] L. Johnston and L. Miles, "Assessing Contributions to Group Assignments," Assessment and Evaluation in Higher Education, vol. 29, no. 6, pp. 751-768, 2004.
[53] N.K. Pope, "The Impact of Stress in Self- and Peer Assessment," Assessment and Evaluation in Higher Education, vol. 30, no. 1, pp. 51-63, 2005.
[54] L. Johnston and L. Miles, "Assessing Contributions to Group Assignments," Assessment and Evaluation in Higher Education, vol. 29, no. 6, pp. 751-768, 2004.
[55] H. Somervell, "Issues in Assessment, Enterprise and Higher Education: The Case for Self-, Peer and Collaborative Assessment," Assessment and Evaluation in Higher Education, vol. 18, pp. 221-233, 1993.
[56] Y. Rafiq and H. Fullerton, "Peer Assessment of Group Projects in Civil Engineering," Assessment and Evaluation in Higher Education, vol. 21, pp. 69-81, 1996.
[57] H. Simon, The Sciences of the Artificial, third ed. MIT, 1996.
[58] Masuga Design, "Unobtrusive Ajax Star Rating," http://masuga unobtrusive-ajax-star-rating-bar, July 2008.
[59] R.D. Goffin and D.W. Anderson, "The Self-Rater's Personality and Self-Other Disagreement in Multi-Source Performance Ratings: Is Disagreement Healthy?" J. Managerial Psychology, vol. 22, no. 3, pp. 271-289, 2007.
[60] D.B. Kaufman, R.M. Felder, and H. Fuller, "Peer Ratings in Cooperative Learning Teams," Proc. Ann. American Society for Engineering Education Meeting, 1999.
30 ms
(Ver 2.0)

Marketing Automation Platform Marketing Automation Tool