Enhancing Class Communications through Segregated Social Networks

Boostrom, Robert; Kurthakoti, Raghu; Summey, John H.

doi:10.1080/10528008.2009.11489058

Cited by 9 publications

(6 citation statements)

References 2 publications

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“…This study empirically builds upon the work of Boostrom, Kurthakoti, and Summey (2009) by using Ning.com as a social network in multiple classes and comparing student responses to the tool to student responses to a more academically focused system. Through doing this, we provide a more thorough investigation of the use of publicly available social networking tools in marketing class environments.…”

Section: Resultsmentioning

confidence: 99%

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Enhancing Classroom Effectiveness Through Social Networking Tools

Kurthakoti

Boostrom

Summey

et al. 2013

Marketing Education Review

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Reaching students hinges on understanding them and how they communicate. Marketing education, like education in other disciplines, must fit into the lives of the students. While education must challenge and transform students, it should also include recognition of the way that they think and communicate. Thus, the choices that we as instructors make in the classroom have both direct and indirect effects. Our decisions concerning teaching pedagogy lead to changes in the way that students work together and learn class material. These decisions, in turn, can have potentially long-term formative effects on their work habits and pursuit of knowledge in general. Jackson, Boostrom, and Hansen (1993) point out that classes not only attempt to impart knowledge, but also play a role in how students develop their character and see themselves and others. In short, the choices we make in how we communicate with students can affect our direct effects, including the amount of marketing knowledge that they gain, as well as our indirect effects, such as their readiness to effectively engage with the larger professional community once they graduate.As new tools for communication emerge, it is important for educators to consider their inclusion in the classroom so that students can use communication formats that are either familiar, used by marketing professionals, or can improve the quality of the class. With this in mind, we looked at differing Internet technologies and the availability of new communication tools that would be both a help in communicating useful classroom information and offer forms of expression and communication that were not available in our school's implementation of the Blackboard online class communication tool. We saw this as a way to possibly enhance the virtual element of team management and thus give our students an opportunity to develop skills associated with virtual teams.Recently, Boostrom, Kurthakoti, and Summey (2009) investigated the use of a Ning.com-based social network as a communication tool for students in a marketing research class. The goal with this project is to build on those findings by (1) using a Ning social network and collecting student data in more than one type of marketing class, (2) comparing those data to responses of students using Blackboard during the same period, and (3) offering more information broadly related to the use of social networking as a tool for class delivery.

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Section: Resultsmentioning

confidence: 99%

“…This was also one of the issues raised in Boostrom, Kurthakoti, and Summey (2009) where students using Ning found it a bit confusing to get access to various resources on Ning. Thus, it appears that ease of navigation can be a very important factor that would influence the users' recommendation of the tool.…”

Section: Hypothesesmentioning

confidence: 99%

Enhancing Classroom Effectiveness Through Social Networking Tools

Kurthakoti

Boostrom

Summey

et al. 2013

Marketing Education Review

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“…One example of a network tool that pro 5"6(,%)8,#-:"B&<*(%2.-/*(%2&1(,%",%M"013)-:3% This site allows an individual administrator to develop closed networks for any purpose they ,((%/#3%X"#(,%)&0%&**-!%8,(.,@%"0%#$",%)&,(%,#8 dents, to send private messages to each other, 2-,#% :(,,&1(,% #-% 2.-/*(% !&**,% G:8)$% *"+(% other social networks), and to form groups for projects. Boostrom, Kurthakoti and Summey (2009) state that communication options, which closed social networks like Ning pro vide, are seen by students as useful tools for facilitating team coordination and communi cation in classes with group projects.…”

Section: Asynchronous Communicationmentioning

confidence: 99%

“…Another disadvantage to implementing Ning is its recent change from a free to a paid service. Initially, when the Eckman (2010) and Boostrom, Kurthakoti and Summey (2009) studies were completed, Ning networks were free. Network administrators could pay for additional services, but the basic service was free and robust enough for the purposes of most classes.…”

Section: Asynchronous Communicationmentioning

confidence: 99%

Class Communication Options: Making the Most of Web-based Tools

Boostrom

2011

Journal of Advertising Education

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Tools such as Blackboard and D2L are available today for managing class information and keeping students up-to-date. However, as technology improvements increase the number of tools available on the Web for all purposes, instructors have opportunities to improve class communication by using tools that were not designed specifically with education in mind. These Web-based tools are seen as options that can either augment or fully replace the use of tools that universities make available for instructors. This paper first outlines three broad class communication categories: content distribution, asynchronous communication and synchronous communication. With each categorization, tools are discussed, and URLs associated with the tools are provided. This article contributes to the growing literature on Internet technologies that can be leveraged to improve the classroom experience.

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“…n recent years, the business education literature-and particularly the marketing education literaturehas witnessed a significant rise in scholarship concerning students' social networks and networking behavior. This interest is fueled by a concern for facilitating student-to-student communication and mutual support (Boostrom, Kurthakoti, and Summey 2009), encouraging networking as a tool to aid students in their professional transition (Bacile 2013;Bevelander and Page 2011;Buff and O'Connor 2012), developing networking skills for the sake of self-marketing and personal branding (McCorkle and McCorkle 2012), and the use of computer-mediated social networks to enhance instruction (Tuten and Marks 2012). This expanding interest is also consistent with the more general growth of research in the business literature that examines the positive benefits of social networks that have been shown to accrue to individuals, groups, and organizations.…”

Section: Introductionmentioning

confidence: 99%

Social Networks In The Classroom: Personality Factors As Antecedents Of Student Social Capital

Seevers¹,

Johnson²,

Darnold³

2015

AJBE

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This study examines personality factors as antecedents of student social capital. We hypothesize relationships between two constructs taken from the five-factor model of personality (agreeableness and extraversion) and two variables that reflect a students social capital (quantity of ties and strength of ties) in an academic setting. Analysis of roster-based, sociometric data suggests that agreeableness is associated with higher quantity of ties, but not higher tie strength. In contrast, extraversion is linked to higher tie strength, but not higher overall network size. The paper concludes with a discussion of the implications of student social capital for educational research and practice.

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Enhancing Class Communications through Segregated Social Networks

Cited by 9 publications

References 2 publications

Enhancing Classroom Effectiveness Through Social Networking Tools

Enhancing Classroom Effectiveness Through Social Networking Tools

Class Communication Options: Making the Most of Web-based Tools

Social Networks In The Classroom: Personality Factors As Antecedents Of Student Social Capital

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