[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598630-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-598630-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","electronic-social-networks-teaching-and-learning","Electronic Social Networks, Teaching, and Learning","","Electronic social networks can reshape teaching and learning by combining two-way interaction with tools such as messaging, email, chat platforms, discussion boards, and social networking sites. The study examines how engagement links to learning outcomes and extends this logic to instructors by adding electronic components to an existing course. Prior research is reviewed on engagement, teacher and student attitudes, and benefits versus drawbacks, including effects on social capital and learning performance.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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explores the relationship between electronic social networks, teaching, and learning. Previous studies have shown a strong positive correlation between student engagement and learning. By extending this work to engage instructors and add an electronic component, our study shows possible teaching improvement as well. In particular, enthusiastic teachers and learners have a more positive attitude toward their work and studies.  \nIntroduction  \nThere is distinct evidence that students learn bet  \nter when they are engaged (Zhao & Kuh, 2004) . Similarly, teachers teach better when they are engaged (Hakanen, Bakker, & Schaufeli, 2006) . Concurrently there is a strong, possibly economic, push in academia to distance education and e-learning with technologies such as WebCT and Blackboard. On this basis, we became interested in investigating the potential benefits of electronic social networks in teaching and learning.  \nOur research was motivated by the more than 200,000,000 active Facebook users as of May 2009. For the purposes of our work, we defined electronic social networks broadly to include many technologies, such as telephone, text messaging, electronic mail, instant messaging, chats, discussion boards, Facebook, Myspace, LinkedIn, and Internet  \ntelephones, including webcams. These electronic social networks can be very effective tools, allowing us to simplify and improve teaching and learning and simultaneously have fun. Also, instructorsand students will be less likely to object to the use of technologies if we can show that scholarship is not diminished through electronic means.  \nOur research goals were to develop a better understanding of electronic social networks in teaching and learning, to examine their effects on teaching and learning, and to incorporate active electronic social network components into an existing course. We formed three research questions:  \n1. What are the benefits and drawbacks of electronic social networks in education?  \n2. How can electronic social networks improve teaching?  \n3. How can electronic social networks improve learning?  \nSocial Networks and Electronic  \nSocial Networks  \nSocial networks imply regular daily, weekly, or monthly activities. There must be interaction with two-way communication. Individuals can draw on resources from other network members (Paxton, 1999) . In a teaching context, this means active contact or connection with peers, professors, and course content. The addition of electronic connections must continue the interactivity, allowing students to connect with eachother, the professor, and course content.  \nA study of social networks and dementia risk showed that engaging in activities that cover more than one of the mental, physical, or social components seems to be more beneficial than to be engaged in only one type of activity (Karp et al., 2006) . Even small contributions of the mental, physical, or social components mattered when accumulated (Karp et al., 2006) . Keeping the brain active and engaged is key, whether the research is studying dementia risk or education. Carini, Kuh, and Klein (2006) investigated social engagement in the classroom finding that the lowest-ability students benefit more from engagement than classmates.  \nThe literature has clearly shown that social networks are good for personal well-being (Bargh & McKenna, 2004; Helliwell & Putnam, 2004; Paxton, 1999) . If social networks are good, then shouldn’t electronic social networks be just as good? This conclusion is counter-intuitive, however, if one considers that people who spend too much time on computers are considered to be anti-social and often prefer to be alone. Are we then creating isolated social outcasts?  \nThere is conflicting literature on the social benefit of technology. On the negative side, Internet use detracts from face-to-face time with others, so it reduce","cbCaiuT20sfG5YeA","https://ap.wps.com/l/cbCaiuT20sfG5YeA","pdf",463968,"English","# Introduction\n## Research goals and questions\n# Social Networks and Electronic Social Networks\n## Definitions and interactivity\n## Technology’s social benefits and trade-offs\n# Electronic Social Networks in Education\n## Studies on Facebook and academic outcomes\n## Implications for learning performance","[{\"question\":\"How do the paper’s research goals connect electronic social networks with teaching and learning?\",\"answer\":\"The goals are to understand how electronic social networks affect teaching and learning and to integrate active electronic social network components into an existing course.\"},{\"question\":\"What range of technologies does the paper include under electronic social networks?\",\"answer\":\"It defines electronic social networks broadly, including telephone, text messaging, electronic mail, instant messaging, chats, discussion boards, and platforms such as Facebook, Myspace, LinkedIn, plus internet telephones with webcams.\"},{\"question\":\"What conflicting findings does the paper report about Facebook and academic outcomes?\",\"answer\":\"Some studies link Facebook use with improved well-being or grades, while others associate it with lower achievement or find no difference between users and non-users.\"}]","Electronic Social Networks, Teaching, and Learning | PDF",1792087287,15]