The SNAP Platform: social networking for academic purposes

Kirkwood, Keith

doi:10.1108/10650741011054429

Cited by 23 publications

(12 citation statements)

References 10 publications

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“…Facebook use has been rapidly integrated into higher education settings (Aydin, 2012;Bugeja, 2006;Villano, 2007). These social network applications have already played a significant role in various aspects of students' academic lives (Jones et al, 2008;Kirkwood, 2010;Kirschner & Karpinski, 2010;OCLC, 2010) and also have become inseparable from their daily routines (e.g., Aydin, 2012;Junco, 2012).…”

Section: Discussionmentioning

confidence: 99%

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

2016

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The purpose of this study was to investigate the differences between the amounts of time that U.S. and Chilean students spend on conventional academic reading, extracurricular reading, and Facebook and also to report the types of materials they prefer to read. The study surveyed students in the United States (n = 1,265) and Chile (n = 2,076) across all discipline areas. Descriptive analysis indicated that U.S. students spent 4.94 hours on academic reading, 4.17 hours on extracurricular reading, and 16.40 hours on Facebook weekly. For Chilean students, the figures were 13.17 hours, 3.07 hours, and 14.00 hours, respectively. The results indicated that for both U.S. and Chilean participants, online reading materials were the most popular type of material, followed by magazines/newspapers, graphic novels/comic books, best‐selling novels, and nonmajor academic books (books on topics outside the student's major subject in conventional print format). Due to the impact of the Internet on reading resources, students' reading patterns today are different from how they were in the past. College students' reading practices have moved to different venues with the advent of Internet technology, and the modality has migrated to online reading. Specifically, social media sites (e.g., Facebook) provide social accessibility to academic contexts that constitute students' learning experiences and shape their identities.

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Section: Discussionmentioning

confidence: 99%

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

2016

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“…The drive to connect and participate within the community, and the desire to feel part of a group committed to learning, is shaping the pedagogy, and web 2.0 technologies afford such desires. As Kirkwood (2010) notes, "the web is no longer only or even primarily about disseminating and linking information; it is about linking and empowering people." This is supported by Staley (2009), who believes web 2.0 technologies represent as important a historical phenomenon as the birth of bureaucracy, in that they have created a participatory turn in our culture.…”

Section: Web 20 Pedagogymentioning

confidence: 99%

Learning in Facebook: First year tertiary student reflections from 2008 to 2011

McCarthy

2013

AJET

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<p>This paper reflects on the use of Facebook as an online learning environment for first year design students from 2008 to 2011. Between 2008 and 2010 three student cohorts from the University of Adelaide engaged with their peers through forums hosted by Facebook, submitting work-in-progress imagery and critiquing peers' submissions. In 2011 the study expanded to include national and international collaborators with first year cohorts from Swinburne University in Australia, and Nanyang Technological University in Singapore also participating, allowing students to interact with their global peers. The online forum facilitated increased peer interaction, particularly between local and international students, and improved academic performance as a result of consistent feedback from a range of sources. At the end of 2011 students from the four participating cohorts between 2008 and 2011 were invited to take part in a survey reflecting on and evaluating the learning experiences in Facebook. The results highlighted many positive outcomes regarding the online forum, and have led to the establishment of a series of recommendations for the future use of Facebook as a learning tool, outlined at the conclusion of this paper.</p><p> </p>

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“…Kirkwood is interested to study how Social networking behaviors and Peer-Assisted Learning strategies, along with knowledge management through guided folksonomies, provide the backbone of a social systems approach to learning support [24]. His paper presents the development of the SNAP Platform which was designed to support the development of students' academic skills.…”

Section: Related Workmentioning

confidence: 99%

Blended Peer-Assisted Learning Platform: Improving Learning Outcomes with a Collaborative Environment

Sampaio

Teixeira

Camacho

et al. 2009

Journal of Educational Technology Systems

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The methodologies applied in classroom and consequently the successful learning is a constant concern and a focus of attention for the scientific community. This concern leads to the exhaustive search for more and better means to strengthen these two elements: methodology and successful learning. Therefore, different methodologies, paradigms, and tools have been proposed to provide an insight on the student's academic and professional development and to consolidate the content taught in classroom, such as e-Portfolios, Blended Learning and Peer-Assisted Learning (PAL). Based on the integration of these different approaches, this article introduces a Blended Peer-Assisted Learning platform based on Moodle which provides the implementation of an adaptive, synchronous, and collaborative learning environment able to adapt the students' learning experience according to their learning needs.

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The SNAP Platform: social networking for academic purposes

Cited by 23 publications

References 10 publications

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

Learning in Facebook: First year tertiary student reflections from 2008 to 2011

Blended Peer-Assisted Learning Platform: Improving Learning Outcomes with a Collaborative Environment

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