Social Network Sites: A Tool for Engagement?

1
Social Network Sites: A Tool for Engagement?
Colin Grzeskowiak (562659!
"#C $ ETEC 5%% $ Section 65 &
Social Network Sites: A Tool for Engagement? 2
Introduction:
Social networking sites contin'e to increase in (o('larit) among st'*ents as a means of
social interaction+ Sites like ,ace-ook an* Twitter *raw in millions of (eo(le. on a *ail) -asis.
looking to catc/ '( on t/e latest comments an* (osts -) t/eir frien*s+ Social networking sites
(SNS! are a((ealing an* entertaining for st'*ents an* man) will s(en* t/eir classroom time
attem(ting to access t/ese sites t/ro'g/ t/eir mo-ile *e0ices+ &es(ite t/e /ig/ le0el of st'*ents1
engagement. interest. an* interaction little /as -een *one to integrate t/is tec/nolog) into
classrooms+ 2an) reasons e3ist for w/) SNSs /a0e not -een integrate* into t/e classroom
incl'*ing. lack of knowle*ge on t/e (art of t/e teac/er. restricti0e (olicies an* c'rric'l'm. as
well as a lack of reso'rces+ 4n a**ition. is w/et/er t/is le0el of engagement can tr'l) -e
re(licate* in an aca*emic en0ironment an* in t/e (rocess im(ro0e learning on t/e (art of t/e
st'*ent+ 5esearc/ /as (re*ominatel) looke* at onl) t/e social as(ect of social networking sites
an* /as o0erlooke* t/e im(ortant as(ect of creating an* im(lementing a s'ccessf'l mo*el for
'sing SNSs in an aca*emic setting+ 6it/ t/e e0er increasing em(/asis on online an* self7
*irecte* learning a s)stem nee*s to -e *e0elo(e* an* ('t into (lace w/ic/ c/allenges an*
engages st'*ents of t/e 2
st
cent'r)+
Questions covered in this Study:
T/e 8'estions t/at will -e answere* in t/is st'*) are as follows:
+ Can an aca*emic en0ironment can -e create* on a social networking site?
2+ &o st'*ents fin* a classroom setting or a social networking site more engaging an*
-eneficial to learning a new to(ic?
Social Network Sites: A Tool for Engagement? 3
9+ :ow effecti0e is t/e social networking mo*el (resente* in t/is st'*)?
;+ &oes socioeconomic stat's /a0e an effect on st'*ents learning from social networking
sites?
5+ &oes familiarit) wit/ social networking sites im(act st'*ents a-ilit) to learn from SNSs?
6+ Can a social en0ironment similar to a classroom -e re(licate* on a social networking
site?
Literature Review:
Introduction:
To answer t/e 8'estion of w/et/er SNSs can -e 'se* effecti0el) as a learning tool in t/e
classroom. 4 will e3amine t/e a0aila-le researc/ in t/e following si3 articles+ 4 will first *efine
w/at a social networking site is an* /ow im(ortant t/e social as(ect of learning is to st'*ents+
Ne3t. 4 will e3amine t/e e3isting researc/ on *ifferent 'ses for SNS an* w/ic/ mo*el ac/ie0e*
s'ccess in engaging st'*ents+ ,'rt/er. 4 will e3(lore t/e im(ortance of comm'nit) an* /ow t/is
can -e *iffic'lt to ac/ie0e in an aca*emic setting+ ,inall). we will s'mmarize t/e im(ortant
t/emes an* conce(ts (resente* -) t/ese articles+
Defining Social Networking Sites:
T/e article. Unraveling the social network: theory and research *eals wit/ t/e
com(le3ities of *efining a social networking site+ A ke) (oint t/e a't/or a**resses in t/is
article is t/at comm'nication in SNSs is reliant on w/at is /a((ening in t/e (/)sical worl*+ T/is
can 0ar) from normal *a) to *a) acti0ities. to *is(la)s of relations/i(s. to (osting of (ersonal
information. (ict'res. an* interests+ T/is ('-lic *is(la) contri-'tes to t/e in*i0i*'al1s i*entit)
Social Network Sites: A Tool for Engagement? 4
an* (la)s an im(ortant (art in an) SNS+ T/is is ill'strate* w/en 2erc/ant cites. Identity helps
people locate themselves in social worlds !y helping to define where they "elong and where
they do not "elong in relation to others# it helps to anchor them in their social worlds# giving
them a sense of place $as cited in %erchant# &'((# p (() 4n regar*s to e*'cation SNS1s
'sef'lness comes from (ro0i*ing a (lace for frien*s/i(s. interactions. an* like7min*e*ness
aro'n* a common interest w/ic/ can lea* to self7*irecte* learning+
Importance of the Social *lement to *d+cation:
4n com(arison. t/e article ,erceptions of e-learning in secondary ed+cation: a via"le
alternative to classroom instr+ction or a way to "ypass engaged learning. looks at t/e conce(t
of learning online wit/ a learning management s)stem+ T/e main fa'lt (ointe* o't in t/is st'*)
is t/at st'*ents miss t/e social element in online co'rses+ 5es(onses from st'*ents in*icate* t/at
a *isc'ssion -oar* *i* 0er) little to (romote social interaction an* create a sense of comm'nit)
among st'*ents+ T/e st'*ents also felt t/at t/e teac/er<s role online was minimal an* not an
in*icator of t/eir o0erall s'ccess+ 4n /is st'*). =o'rnell in*icates /ow *iffic'lt it is to create t/e
same t)(e of social en0ironment online t/at e3ists in a classroom an* /ow social interaction is
w/at kee(s st'*ents engage*+ 4n or*er for an) social networking site to -e s'ccessf'l in an
aca*emic setting it m'st (ro0i*e a social en0ironment similar to t/e classroom+
/ow St+dents +se Social Networking Sites:
4n t/e article. 0he relationship "etween fre1+ency of 2ace"ook +se# participation in
2ace"ook activities# and st+dent engagement t/e a't/ors researc/ t/e fre8'enc) in w/ic/
st'*ents 'se ,ace-ook an* w/at acti0ities t/e) are engage* in as well as t/eir o0erall
Social Network Sites: A Tool for Engagement? 5
engagement+ T/e a't/or *efines engagement as t/e time an* effort st'*ents in0est into t/eir
e*'cation+ (='nco. 2%2! To test t/is t/e a't/or con*'cte* researc/ on 296> college age
st'*ents 0ia an online s'r0e) to meas're /ow often t/e) 'se* ,ace-ook an* w/at acti0ities t/e)
engage* in+ St'*ents were aske* 8'estions on t/e amo'nt of time t/e) s(ent on ,ace-ook an*
/ow often t/e) c/ecke* t/eir ,ace-ook acco'nts+ T/e res'lts ill'strate* t/at t/ere is a (ositi0e
correlation -etween ,ace-ook an* engagement -'t onl) w/ile st'*ents are engage* in certain
acti0ities+ St'*ents w/o 'se ,ace-ook to (la) games are seen to /a0e a negati0e correlation wit/
engagement+ T/ose w/o s(ent more time on ,ace-ook or 'se* it to create 5S?@1s /a* a (ositi0e
correlation wit/ engagement+ T/is researc/ (ro0es t/at SNS1s can create engagement in
e*'cational acti0ities -'t not all acti0ities on a SNS can -e seen as engaging+ T/e sim(ler
f'nctions of ,ace-ook seeme* to (ro0i*e more engagement as well as (romote a social as(ect+
4n t/e (eer re0iewe* article. Informal learning and identity formation in online social
networks3 t/e a't/ors e3amine /ow /ig/ sc/ool st'*ents 'se SNSs as a learning tool -ot/ in an*
o't of sc/ool+ T/e) f'rt/er i*entif) /ow SNSs contri-'te to -ot/ i*entit) formation an*
tec/nological fl'enc)+ T/e st'*) s/ows t/at st'*ents *i* not e8'ate SNSs wit/ t/e skills t/e)
-elie0e are 0al'e* -) teac/ers+ :owe0er. t/e) *i* 'se t/ese sites to get /el( on assignments.
clarif) items. an* organize an* work on gro'( (roAects+ St'*ents 'tilize t/ese sites to s'((ort t/e
formal learning t/at t/e) recei0e in t/e classroom e0en t/o'g/ t/e) are -anne* at most sc/ools+
2ost im(ortantl) t/is st'*) ill'strates t/e im(ortance of creating -elonging. raising self7esteem.
an* increasing o0erall confi*ence+ T/e sites also *emonstrate Bi*entit) (osting1 w/ere st'*ents
acc'ratel) re(resent t/emsel0es online t/ro'g/ information as well as t/e *esign of t/e (age+
T/e SNSs *emonstrate st'*ents1 tec/nological fl'enc) in the a"ility to search o+t# preview#
Social Network Sites: A Tool for Engagement? 6
select# incorporate# and share a+dio and video files4 the a"ility to create# monitor# respond#
m+ltitask# and navigate m+ltiple comm+nication channels and more $5reenhow 6 7o"elia#
&''8)+ T/is learning occ'rs t/ro'g/ online comm'nications wit/ ot/ers wit/in t/eir network+
T/is article s/ows /ow st'*ents can recei0e informal learning t/ro'g/ (eer teac/ing -'t most
st'*ents *o not e8'ate social networking wit/ aca*emics+
T/e article. *9ploring the potential of social network sites in relation to interc+lt+ral
comm+nication e3(lores SNSs an* /ow little researc/ /as -een *one on t/e (e*agogical
as(ects of SNSs+ T/e a't/or states t/is is -eca'se of t/e *iffic'lt) of creating an online
comm'nit) t/at maintains meaningf'l an* s'staina-le e*'cational acti0ities+ T/e same res'lt
/as -een confirme* t/ro'g/ ot/er st'*ies t/at re(ort /ow a social or a logistical network was
more likel) to -e maintaine* 0ers's an e*'cational network+

4n creating an aca*emic social networking site t/e a't/or /a* some c/allenges+ T/e first
c/allenge /as to *o wit/ t/e i*ea of role conflict. as t/ere is m'c/ researc/ s/owing t/at st'*ents
*on1t like t/eir ,ace-ook acco'nt -eing 'se* for e*'cational ('r(oses or e3(ose* to instr'ctors+
As a res'lt t/e a't/or *eci*e* on a (eer7mentoring framework w/ere mem-ers of staff *i* not
*irectl) gi0e in('t -'t instea* t/e in('t was gi0en -) (eer mentors+ T/e (eer mentors were
res(onsi-le for starting *isc'ssions. answering 8'estions. mo*erating gro'(s. an* most
im(ortantl) -'il*ing relations/i(s wit/ t/e st'*ents t/at came to t/e site T/is is s/own w/en
Cang states. 7elationships are central to getting learning to happen in the conte9t of an SNS: if
ed+cators get these right# they stand a "etter chance of creating the conditions of possi"ility in
which learning can occ+r (Cang. 2%2! T/e (eer mentors nee* to -e instr'cte* on /ow to
Social Network Sites: A Tool for Engagement? 7
s'ccessf'll) r'n a SNS incl'*ing /ow to (/rase t/eir res(onses. /ow to r'n *isc'ssions. an* /ow
to -'il* relations/i(s in an informal en0ironment+
T/e researc/ also *etermine* t/at t/e sim(lest f'nctions of ,ace-ook like (osting to t/e
wall or *isc'ssion gro'(s or e0en sen*ing a (ersonal message were t/e most effecti0e+ T/e
st'*ents for t/is st'*) came to t/e site for (ractical information an* social interactions w/ic/ t/e
a't/or e3(lains can -e 'se* as a ste((ing stone in creating (artici(ation an* e0ent'all) more
meaningf'l *isc'ssions+ Cang goes on to state. the real learning for SNS is the a"ility to learn
from each other regardless of geography and moves away from limited and linear models
towards a different kind of model# one which draws on the knowledge of st+dents who may have
more relevant# and more recent# e9perience than academic staff 0his kind of peer inp+t is not
only appreciated "y st+dents themselves# "+t is also val+a"le in red+cing the load on co+rse
t+tors (Cang. 2%2!
*ffects of :omm+nity:
4n t/e article *ffects of :omp+ter Use on /igh School St+dents Sense of :omm+nity
6ig/ting looks at t/e im(ortance of comm'nit) in a /ig/ sc/ool+ Comm'nit) is *efine* as Da
feeling that mem"ers have of "elonging# a feeling that mem"ers matter to one another and to the
gro+p# and a shared faith that mem"ers needs will "e met thro+gh their commitment to "e
together (6ig/ting. 2%%6! T/ro'g/ /is st'*) 6ig/ting s/ows t/at comm'nit) is not A'st
a-o't relations/i(s -'t also a-o't t/e classroom en0ironment+ :is researc/ *emonstrates /ow
t/e 'se of com('ters an* tec/nolog) in t/e classroom increase* t/e sense of comm'nit) t/ere-)
increasing engagement on t/e (art of t/e st'*ents+ :owe0er. /e re(orte* it 'ltimatel) was t/e
Social Network Sites: A Tool for Engagement? 8
'se of com('ters mi3e* wit/ t/e social elements of t/e classroom t/at t/e st'*ents re(orte* were
t/e main reasons for t/e sense of comm'nit)+
Synthesis:
T/ese articles re0eal man) im(ortant (oints a-o't creating a mo*el for an aca*emic social
networking site+ T/e first (oint is t/at for engagement st'*ents re8'ire a social element to t/eir
online or classroom learning+ SNSs can (ro0i*e t/is social nee* as t/e) offer a (lace for social
interactions. frien*s/i(. an* like min*e*ness+ T/is is cr'cial as t/is lea*s to st'*ents< i*entit)
formation an* increases t/eir o0erall self7esteem an* confi*ence+ 2an) of t/e sim(ler f'nctions
of SNSs. like (osting. /a0e s/own a (ositi0e correlation wit/ engagement+ Se0eral of t/e articles
(oint to t/e i*ea t/at to -e s'ccessf'l a SNS m'st -e r'n -) (eer mentors an* not -) an
instr'ctor+ Eften st'*ents *on1t like /a0ing an instr'ctor1s (resence on a SNS as it creates a role
conflict an* makes t/e en0ironment more formal w/ere it m'st -e informal+ 4n a**ition. t/ese
(eer mentors nee* to -e traine* on /ow to enco'rage *isc'ssions an* relations/i(s in or*er to
create t/is comm'nit)+ Allowing st'*ents to engage in *isc'ssions t/at are not A'st aca*emic in
nat're will enco'rage st'*ents to fre8'ent t/e site w/ere t/e) can -e f'rt/er engage*+ T/is will
/el( create a comm'nit) t/at /as (ro0en to increase o0erall engagement+ Cearning t/ro'g/
SNSs is alrea*) /a((ening -'t it is mostl) informal in nat're an* is *one t/ro'g/ self7*irecte*
learning+
Social Network Sites: A Tool for Engagement? 9
Conclusion:
,in*ing new wa)s to engage an* (ro0i*e skills for st'*ents in t/e 2
st
cent'r) remains an
im(ortant task+ T/e articles re0eal t/at t/is can -e ac/ie0e* -) 'sing an informal (eer7mentor
-ase* SNS mo*el for creating an aca*emic SNS+ 2) researc/ will foc's on testing t/is mo*el to
*etermine if it *oes increase t/e 8'alit) an* retention of new material as well as im(ro0ing
engagement+ To *etermine if a SNS is tr'l) more effecti0e t/e same mo*el will also -e a((lie*
to t/e classroom setting so t/at t/e two en0ironments can -e easil) com(are*+
Research Methodology:
6it/ social networks e0er increasing im(ortance in comm'nication in t/e 2st cent'r)
*oes t/is im(ortance /ol* tr'e as a learning tool in t/e classroom? To *etermine t/is 4 will
con*'ct a case st'*) in t/ree *ifferent /ig/ sc/ool #iolog) classrooms ranging in
socioeconomic stat's from lower income areas to /ig/er income areas+
Ence t/e t/ree classrooms are selecte* t/e st'*ents will -e *i0i*e* into two e8'al gro'(s
-) com(leting a s'r0e) to *etermine t/eir tec/nological fl'enc) in regar*s to social networks+
T/e s'r0e) wo'l* incl'*e close en*e* 8'estions s'c/ as t/ose fo'n* in Ta-le + Taking t/e
res'lts from t/e s'r0e) t/e scores wo'l* *etermine w/ic/ gro'(s t/e st'*ents wo'l* -e ('t into+
T/e gro'(s wo'l* -e -alance* accor*ing to t/eir s'r0e) res'lts+ ,or e3am(le t/e two /ig/est
scoring st'*ents wo'l* -e s(lit wit/ one -eing (lace in gro'( (Social Networking Gro'(! an*
t/e ot/er in gro'( 2 (Con0entional Classroom Gro'(+! T/is wo'l* contin'e 'ntil all t/e st'*ents
/a0e -een (lace* in t/e two gro'(s+ T/e ('r(ose of scoring t/e s'r0e) is to make t/e two
gro'(s as e0en as (ossi-le in le0el of comfort an* tec/nological fl'enc)+ 4n a**ition. t/e *ata
Social Network Sites: A Tool for Engagement? 10
will gi0e 's a -ackgro'n* of t/e st'*ents1 fl'enc) an* o(inions a-o't social networks+
Ta-le : S'r0e) of Social Networking A-ilit)
+ :ow often )o' 'se social networking sites s'c/ as
,ace-ook. ,lickr an* T'm-lr?
$ ne0er F 5 $ more t/an 5 times a *a)
G2G9G;G5
2+ 5ank )o'r 'se of social networking sites+
7 (la)ing gamesF 5 $ (ostings an* social
interactions+
G2G9G;G5
9+ :ow )o' feel a-o't 'sing social networking sites
in )o'r classroom?
$ *islike itF 5 $ lo0e t/e i*ea
G2G9G;G5
;+ :ow enAo)a-le )o' fin* 'sing a social networking
site?
$ not enAo)a-leF 5 $ 0er) enAo)a-le
G2G9G;G5
5+ :ow comforta-le are )o' 'sing a com('ter?
$ not comforta-le F 5 $ 0er) comforta-le
G2G9G;G5
6+ :ow comforta-le )o' are s'rfing t/e internet?
$ not comforta-leF 5 $ not 0er) comforta-le
G2G9G;G5
H+ :ow m'c/ time *o )o' s(en* on a social
networking site (osting 0ers's rea*ing (osts?
$ 4 A'st rea* ot/ers (ostF 5 $ 4 (ost more t/an 4
rea* ot/ers (osts+
G2G9G;G5
>+ :ow *o )o' (refer to learn?
$ in a classroom -) a teac/erF 5 $ on a com('ter
or a social networking site like ,ace-ook
G2G9G;G5
9+ :ow comforta-le *o )o' feel lea*ing an* /el(ing
)o'r classmates wit/ (ro-lems an* *isc'ssions?
G2G9G;G5
Ence t/e two gro'(s /a0e -een esta-lis/e* two (eer mentors nee* to -e selecte* in eac/
gro'(+ Selecting st'*ents for t/is (osition will -e -ase* '(on t/eir answer to 8'estion 9.
*isc'ssions wit/ t/e teac/er. an* aca*emic ac/ie0ements+ T/ese fo'r (eer mentors will nee* to
-e traine* on /ow to wor* t/eir (/rases. /ow to r'n *isc'ssions. an* /ow to -'il* relations/i(s
in an informal en0ironment+ T/e st'*ent will recei0e s(ecialize* training on wa)s to ac/ie0e t/is
'sing t/eir res(ecti0e me*i'm+ Ence t/is training is com(lete. t/e *ifferent gro'(s will meet for
Social Network Sites: A Tool for Engagement? 11
/alf an /o'r e0er) *a) for a mont/+
T/e social networking site t/at will -e 'se* for t/is st'*) will -e =omSocial w/ic/ will
-e integrate* in a =oomla en0ironment wit/ a -log an* a for'm+ T/e site will allow st'*ents to
(ost. a** frien*s. create gro'(s. (ost on gro'(s walls. -logs an* for'ms+ All acti0ities on t/e site
will -e (oste* in t/e acti0it) stream an* in*i0i*'al messaging will -e *isa-le*+ T/e st'*ents will
/a0e t/e o(tion to -ring in t/eir ,ace-ook i*entit) t/ro'g/ a ,ace-ook A@4 or creating t/eir own
'ni8'e i*entit)+
Gro'( will meet once a *a) in t/e com('ter la- an* will log onto t/e site+ St'*ents will
-e enco'rage* to /a0e all con0ersations online an* kee( 0er-al c/atting wit/in t/e classroom to
a minim'm+ &isc'ssions will -e t/e res(onsi-ilit) of t/e (eer mentors wit/ t/eir first task as
-'il*ing relations/i(s online+ T/is wo'l* -e ac/ie0e* -) getting to know )o' sessions or /a0ing
*isc'ssions a-o't s(orts. m'sic or w/ate0er ot/er interest is e3(resse*+ After se0eral *a)s of
*e0elo(ing comm'nit) t/e (eer mentors will t/en start answering 8'estions from st'*ents a-o't
assignments or ot/er general 8'estions a-o't sc/ool+ St'*ents will -e enco'rage* to come -ack
to t/e site *'ring t/eir own time an* all attem(ts will -e ma*e to create a t/ri0ing informal
comm'nit)+ Gro'( 2 will sta) in t/eir classroom *'ring t/is time an* engage in similar acti0ities
e3ce(t it will -e 0er-al an* written -'t also le* -) t/e (eer mentors+ T/e instr'ctor will -e going
-etween t/e two classes to manage -e/a0ior iss'es -'t will not (artici(ate in *isc'ssions 'nless
*irectl) aske* -) a st'*ent+ 6eekl) *e-riefings will take (lace -etween t/e instr'ctors an* t/e
(eer mentors a-o't t/e '(coming goals an* re8'irements for t/at week+ T/e 'ltimate goal of
t/is one mont/ (erio* is to create a comm'nit) wit/in t/is setting. one wit/in a classroom an*
one online in a social networking site+
Social Network Sites: A Tool for Engagement? 12
After t/is one mont/ trial (erio* t/e two gro'(s will -e gi0en t/eir assignments. one
in*i0i*'al an* one gro'( assignment+ T/e in*i0i*'al assignment will intro*'ce a com(letel)
new conce(t w/ic/ is to create a re(ort *escri-ing the +nifying characteristics of organisms in
each of the following kingdoms: ; %onera ; ,rotista ; 2+ngi ; ,lantae ; <nimalia
(Anon)mo's. 2%%6!+ T/e (eer mentors will -e gi0en a -rief lesson on t/is to(ic as well as
relia-le (laces for reso'rces -) t/e instr'ctor (rior to t/is assignment+ &e(en*ing on t/e size of
t/e class eac/ st'*ent in t/eir gro'( will -e assigne* one of t/e king*oms+ St'*ents in gro'(
will -e creating a -log w/ic/ will incl'*e 0i*eos. (ict'res. an* a write '( of t/eir king*om+
St'*ents will -e a-le to 'se an) a0aila-le reso'rces incl'*ing online *isc'ssions wit/ (eer
mentors w/ile com(leting t/is assignment+ St'*ents will -e enco'rage* to comment on eac/
ot/er1s work to im(ro0e t/e 8'alit) of work+ 4n gro'( 2 st'*ents will create t/eir re(ort 'sing
(oster (a(er an* c't o't (ict'res+ T/e) will -e allowe* to *isc'ss t/eir (roAect wit/ (eer mentors
an* fellow st'*ents as well as researc/ online+ 6/en t/e) are finis/e* t/eir assignment t/e) will
(resent t/eir (oster (a(er to t/e class+
T/e ne3t assignment will -e a gro'( assignment to descri"e the stages a pop+lation
goes thro+gh as it increases in si=e# with reference to terms s+ch as e9ponential growth# logistic
growth# cyclic growth# carrying capacity# and steady state (Anon)mo's. 2%%6!+ #ot/ gro'(s
of st'*ents will -e working colla-orati0el) wit/ t/e (eer mentors assigning tasks to 0ario's
st'*ents+ T/e) will nee* to com(ose a written re(ort w/ic/ incl'*es 0ario's e3am(les of
*ifferent kin*s of (o('lation growt/+ #ot/ gro'(s can 'se an) reso'rces at t/eir *is(osal+
To *etermine t/e res'lts of t/e researc/ t/e assignments will -e gra*e* an* com(are* -) t/e
teac/er an* an a**itional -iolog) teac/er+ A *etaile* r'-ric will -e 'se* w/ic/ will assess
originalit). creati0it). acc'rac) of information. an* 8'alit) of writing+ A test will -e gi0en after
Social Network Sites: A Tool for Engagement? 13
eac/ assignment to *etermine /ow m'c/ of t/e to(ic eac/ st'*ent com(re/en*e* in -ot/ t/e
in*i0i*'al an* gro'( task+ 4n*i0i*'al inter0iews. in -ot/ gro'(s. will -e con*'cte* to *etermine
t/e le0el of engagement 'sing o(en en*e* 8'estions s'c/ as D*isc'ss if )o' fo'n* t/is met/o* of
learning -eneficial an* w/)?I+
Justification:
T/e ('r(ose of t/is researc/ is to create two -alance* (eer7mentoring gro'(s in a
classroom tr)ing to eliminate as man) 0aria-les as (ossi-le+ T/e s'r0e) creates two gro'(s t/at
are e8'al in comfort le0el in social networking as well as a-ilit)+ 4 re(licate* some of t/e
s'ccessf'l as(ects as (resente* -) Ano'k Cang in *9ploring the potential of social network
sites -) 'sing (eer mentors wit/ s(ecial training. kee(ing t/e en0ironment informal. 'sing a
se(arate social networking site. an* em(/asizing a sense of comm'nit)+ 4 /a0e tie* in t/e social
networking site to w/at is /a((ening in t/e (/)sical worl* an* (ro0i*ing an en0ironment for
colla-oration+
2) /)(ot/esis is t/at gi0en t/e two gro'(s t/at Gro'( (Social Networking Gro'(! will
-e more s'ccessf'l in accom(lis/ing t/e two tasks an* (ro*'ce work of -etter 8'alit)+ 4 also feel
t/at t/e a0erage of marks will -e /ig/er on t/e test scores from t/e Social Networking Gro'(+
,rom t/e inter0iews. 4 -elie0e t/at st'*ents will fin* t/at t/e Social Networking Gro'( was more
engaging for learning+ 4n regar*s to income le0el 4 *on1t -elie0e t/ere will -e a significant
*ifference in t/e res'lts among t/e t/ree classrooms+
Gi0en t/is 4 *on1t -elie0e t/at t/ere will -e a 0er) *ramatic *ifference -etween t/e two
gro'(s t/o'g/ t/ere are e3ce(tions in -ot/ gro'(s gi0en t/e *ifferent (ersonalities s'c/ as 8'iet
st'*ents or st'*ents t/at *on1t like 'sing com('ters+ "ltimatel) t/e st'*) will (ro0e t/at social
Social Network Sites: A Tool for Engagement? 14
networking sites are effecti0e for self7*irecte* learning an* create a social element similar to t/at
fo'n* in t/e classroom+
Discussion:
T/is st'*) will s/ow t/at a**itional researc/ is re8'ire* -efore social networking sites
are 'se* e3tensi0el) as a means of e*'cation+ ,irst of all t/is st'*) onl) com(ares (eer
mentoring in a classroom 0ers's on a social networking site+ #ot/ of t/ese en0ironments
(romote self7*irecte* learning so a f'rt/er st'*) wo'l* -e nee*e* to test a self7*irecte* SNS
0ers's a teac/er le* en0ironment+ Cooking at t/e inter0iews after t/e st'*) will also (resent
some new 8'estions t/at can -e answere* -) f'rt/er researc/+
6it/ online learning -ecoming increasingl) common. -eing a-le to re(licate t/e social
as(ect of a classroom will -e cr'cial in ens'ring st'*ents< s'ccess+ E0en if t/e res'lts of t/e two
gro'(s are similar it will s/ow t/at SNSs can -e 'se* to create a tr'e classroom e3(erience+
E0erall. more researc/ is re8'ire* to *etermine /ow to c/ange t/e e*'cation s)stem from its
(resent format to one t/at is more rele0ant an* engaging for a 2
st
cent'r) st'*ent+
Social Network Sites: A Tool for Engagement? 15
Bibliograhy
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,ace-ook acti0ities. an* st'*ent engagement+ :omp+ters 6 *d+cation# BC(!. 627H+
*oi:/tt(:JJ*3+*oi+orgJ%+%6JA+com(e*'+2%+%>+%%;
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