This slideshow is from a workshop I did at the Rutgers University Online Learning Conference in March 2017 with Amy Spagnolo and Fae Cushing. In the workshop we describe a pilot project we did looking at the integration of social networking sites such as Facebook and college online courses.
1. Rutgers, The State University of New Jersey
The Integration of Social Networking with
Online Learning: A Pilot Study & Looking to
the Future
Presented By:
Derek Malenczak, MS, CPRP
Amy Spagnolo, PhD, CPRP
Fae Cushing, AS
March 13, 2017
2. Rutgers School of Health Professions
Learning Objectives
By the end of this workshop, attendees should be able to:
1. Identify benefits of integrating social media with online
learning
2. Describe a pilot evaluation of an online course enhanced by
Facebook
3. Explain Social Networking (SN) trends of Rutgers University
students
3. Rutgers School of Health Professions
Agenda
• Background: Online Learning & Social Networks
• Pilot Project Description
• Social Network Survey: Description and Results
• Looking to the future, Q & A
4. Rutgers School of Health Professions
What We Know
• Online learning is prominent
• Fall 2014:
– 5.8 million students enrolled in at least one distance learning
course
– More than a quarter (28 percent%)
– 3.9 percent increase (Allen & Seaman, 2016)
– Slowest rate in more than a decade
– “People that are never going to do online, are never going to do
online” (Allen, 2016)
– One-in-seven (14%) students took all of their courses online
• "Exclusively" at a distance.
6. Rutgers School of Health Professions
Use of Social Networking Sites
• Young adults: heaviest users of social media by a substantial
margin
– 90% of them use social media
– 78% increase from the 12% who were using social media in 2005
(2015, Pew Research Center)
• 82% use Facebook
• 55% uses Instagram
• 32% use Twitter
• Yik Yak: 1,600 college campuses (2015, Business Insider)
• Snapchat: 18 to 24 year olds accounted for about 45% of
Snapchat customers (2015, eMarketer)
7. Rutgers School of Health Professions
What about combining both? (online education
and social media)
• Medical Education, Systematic Review
– Cheston, Flickinger, & Chisolm, 2013
• Social Media in Higher Education, Literature Review
– Tess, 2013
• Social Networks and their Role in Informal Learning
– Drlik & Beranek, 2016
• Enriching Higher Education with Social Media, Development
and Evaluation of a Social Media Toolkit
– Gülbahar, Rapp, Kilis, & Sitnikova, 2017
8. Rutgers School of Health Professions
What Prompted this Workshop?
• The Problem: Student Engagement
• RU Online Learning Conference, January 2016
– “High Touch Hybrid Courses – Incorporating Social
Media and Experiential Learning in Hybrid Courses”
10. Rutgers School of Health Professions
Average Daily Time Spent on Social Networks
11. Rutgers School of Health Professions
Why This Course?
• Emerging Trends and Topics in Psychiatric
Rehabilitation
• “This course will expose students to new and
emerging ideas, findings, models, and issues in a
variety of topic areas in the psychiatric
rehabilitation field.”
• “These topic areas represent critical components
of the recovery process for persons with severe
mental illness, and essential components of
practitioners knowledge base.”
12. Rutgers School of Health Professions
Pilot Overview
• Private Facebook group
• Participant compensation
• Two types of assignments
1. Answers to Discussion Forum questions and
responses to classmates (4 assignments total)
2. Three-paragraph summaries of news articles related
to emerging trends discussed in the course (4 total)
13. Rutgers School of Health Professions
Pilot Results
• 7 students began in the pilot
• 1 student withdrew from course mid-
semester, 6 completed the pilot
• Comparison grades of students in pilot vs.
non-pilot
– Discussion forum Grades
– Activity Assignment Grades
– Final Grade
14. Rutgers School of Health Professions
Facebook Pilot Grade Comparisons*
Total
Class
Non-
Facebook
Facebook
# of Students 26 20 6
Forum Grades 85.85 83.35 94.17
Activity
Grades
91.91 90.08 98.04
Final Grades 84.86 83.44 89.62
15. Rutgers School of Health Professions
Pilot Feedback
"I felt a connection to the other students for the
first time in an online class - I felt like there was more
camaraderie. I also like the visual aspect, and the ease
in reading other people's posts and responses.
Everything is right there in front of you…"
16. Rutgers School of Health Professions
Pilot Feedback
“I thought the pilot group was really cool…
Sometimes it even reminded me to do my own work… I
think one thing that gets mixed up with college kids
"addiction" to social media is the fact that just because
we are on social media doesn't mean we think any less. I
rather scroll through my newsfeed and stop on a random
post about the brains function or a persons life story... I
think social media is such a powerful tool because it can
reach so many people by a few clicks. Having the pilot
group was a cool way to integrate social media, It was
definitely a unique way to connect to my school work
rather then a classroom."
17. Rutgers School of Health Professions
Pilot Feedback
"I think social media integration is a great way to
get students involved in classes because of the constant
notifications you get when other students post, which
makes it hard to ignore your class work. It also
encourages students to post resources that everyone
can easily see and access."
19. Rutgers School of Health Professions
Social Network Survey
• 3 classes Spring 2016 semester (n = 45)
o Emerging Trends - Web & Classroom (28)
o Intro Course – Classroom (17)
• 2 classes during the Fall 2016 semester (n = 23)
o Practicum – Classroom (6)
o Intro Course – Classroom (17)
• Completed surveys n= 68
• Rate level of usage of “The Big 4” SN platforms
o Facebook, Twitter, Instagram & Snapchat
20. Rutgers School of Health Professions
Facebook Usage
7%
19%
6%
4%
24%
40%
Never had an account
Had an account at one time,
no longer active
Use sporadically (< 1
time/month)
Use regularly (at least once a
month, up to once a week)
Use frequently (more than
once a week, not every day)
Use daily (just about every
day)
21. Rutgers School of Health Professions
41%
27%
10%
9%
7% 6%
Never had an account
Had an account at one time,
no longer active
Use sporadically (< 1
time/month)
Use regularly (at least once a
month, up to once a week)
Use frequently (more than
once a week, not every day)
Use daily (just about every
day)
Twitter Usage
22. Rutgers School of Health Professions
Instagram Usage
18%
6%
7%
13%
15%
41%
Never had an account
Had an account at one time,
no longer active
Use sporadically (< 1
time/month)
Use regularly (at least once a
month, up to once a week)
Use frequently (more than
once a week, not every day)
Use daily (just about every
day)
23. Rutgers School of Health Professions
Snapchat Usage
28%
6%
5%
13%13%
35%
Never had an account
Had an account at one time,
no longer active
Use sporadically (< 1
time/month)
Use regularly (at least once a
month, up to once a week)
Use frequently (more than
once a week, not every day)
Use daily (just about every
day)
24. Rutgers School of Health Professions
Number of Students Using Platforms Frequently/Daily
43
9
38
33
0
5
10
15
20
25
30
35
40
45
50
Facebook Twitter Instagram Snapchat
25. Rutgers School of Health Professions
Would you support social network integration into
your online classes?
0 5 10 15 20 25 30 35 40 45
Don't Know
No
Yes
26. Rutgers School of Health Professions
Do you think you would spend more time engaged with
your online classes if social networking were integrated into
the course?
0 5 10 15 20 25 30 35 40
Don't Know
No
Yes
27. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
The Positive
Theme 1: Good vehicle for communication - Aids in
fostering relationships between classmates and
staff.
• "I think it could be a way of connecting to people on a
level they are more likely to be receptive to."
28. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
Theme 2: Innovative – Students felt that it would help
them to focus on schoolwork, those with low
attention spans reported that they might have a more
immediate and interesting way to engage with the
material.
• "I think it would be a great way to learn and would
potentially help me to focus on my school work more
especially if it were an online class."
29. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
Theme 3: Creative way to share current events and
class information - Daily themes and scheduled
class discussions were raised as viable options to
be included.
• I think that [social media] could be a good outlet to
bring people together. If they join groups together they
can join based on their interests, not a demand."
30. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
The Negative
Theme 1: Participant Presence on Social Media – Not
everyone is on social networking sites, nor do they
want to be.
• "It may help with different viewpoints and outlooks but it
may be a little too modern."
• "It would put individuals who don't have social media in a
difficult if not impossible position. Students would have to
accommodate the class… because they don't have
access to social media."
31. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
Theme 2: Separation of personal life/school life -
Mixing social and academic experiences would not
lead to a positive end.
• "I like keeping my social media separate from work and
school (unless I am really close friends with a classmate
or coworker). This is the reason why I don't support the
social media integration in online classes. I go on social
media to get away from stress of work and school, not to
have it added to the stress."
32. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
Theme 3: Privacy issues – Concerns were raised by
numerous students.
• "I think people wouldn't want schools knowing or
accessing their social media profiles for privacy
reasons."
33. Rutgers School of Health Professions
Social Networking Survey Themes/Feedback
Theme 4: Increased potential for distraction – Students
felt that it would be difficult to concentrate on the task
at hand.
• “Generally I don't agree with online classes, I like face-
to-face classes. People may get too distracted if online.”
34. Rutgers School of Health Professions
Looking to the Future
• Social Networking integration with online learning holds
promise in:
– increasing and improving student engagement with course content
– Increasing and improving interactions among participants (peers and
instructors alike)
• One LMS is attempting to do this now
– https://notebowl.com/
35. Rutgers School of Health Professions
References
• Allen, E. & Seaman, J. (2016). Opening the Textbook: Educational Resources in U.S. Higher Education 2015-
2016, Babson Research Group.
• Asano, E. (2017).How Much Time Do People Spend on Social Media? Social Media Today. Accessed at:
http://www.socialmediatoday.com/marketing/how-much-time-do-people-spend-social-media-infographic
• Cheston, C., Flickinger, T., Chisolm, M. (2013). Social Media Use in Medical Education: A Systematic Review.
Academic Medicine, 88 (6), 893–901. doi: 10.1097/ACM.0b013e31828ffc23
• Drlik, M. & Beranek, L. (2016). Social Networks and Their Role in Informal Learning. ECSM2016-Proceedings of
the 3rd European Conference on Social Media.
• eMarketer.com. (2015). Millennials Smile for Snapchat: Young millennial internet users account for 45% of
Snapchat users. Accessed at: https://www.emarketer.com/Article/Millennials-Smile-Snapchat/1012324
• Facebook 4th Quarter 2016 earnings report. Accessed at:
https://s21.q4cdn.com/399680738/files/doc_financials/2016/Q4/Facebook-Reports-Fourth-Quarter-and-Full-Year-
2016-Results.pdf
• Gülbahar, Y., Rapp, C., Kilis, S., & Sitnikova, A. (2017). Enriching Higher Education with Social Media:
Development and Evaluation of a Social Media Toolkit. International Review of Research in Open and Distributed
Learning, 18, 1, 23-39.
• Poulin, R. and Straut, T. (2016).WCET Distance Education Enrollment Report 2016. Retrieved from WICHE
Cooperative for Educational Technologies website: http://wcet.wiche.edu/initiatives/research/WCET-Distance-
Education-Enrollment-Report-2016
• Perrin, A. (2015). Social Media Usage: Pew Research Survey. Accessed at:
http://www.pewinternet.org/2015/10/08/social-networking-usage-2005-2015/
• Shontell, A. (2015). How 2 Georgia fraternity brothers created Yik Yak, a controversial app that became a ~$400
million business in 365 days. Business Insider. Accessed at: http://www.businessinsider.com/the-inside-story-of-
yik-yak-2015-3
Notas del editor
Add specific times when we know the time slot we’ll be presenting in
Part 1 (5 minutes): Background on online learning and social networks
Part 2 (20 minutes): Description of Pilot Project
Part 3 (15 minutes): Description of and results from Social Network Survey
Part 4 (5 minutes): Looking to the future, Q/A
About 5.8 million students were enrolled in at least one distance learning course in fall 2014 – up 3.9 percent from the previous fall, according to "Online Report Card: Tracking Online Education in the United States," an annual report by the Babson Survey Research Group. Last year, that figure rose by 3.7 percent, which marked the slowest rate in more than a decade.
In 2014, distance education enrollment also fell in the for-profit sector but continued to grow at public and private institutions.
This is the 13th year Babson is releasing the report, which relied on responses from more than 1,000 officials at colleges and universities as well as data from the National Center for Education Statistics' Integrated Postsecondary Education Data System
Young adults have consistently been the heaviest users of social media by a substantial margin, and today that’s even more true: a staggering 90% of them use social media, according to a 2015 Pew Research Center study. That’s a 78% increase from the 12% who were using social media back in 2005.
Another Pew study found that 82% of young adults that are online use Facebook, and about 55% of this crowd uses Instagram, says the Pew study. Rounding out the mediums covered by the report is Twitter, used by about 32% of this population.’
A 2015 article in Business Insider reported that less than two years after launching, Yik Yak was being used by 1,600 college campuses. And within just a few months of its 2013 launch, the app had been downloaded 100,000 times. Today, it has millions of monthly active users.
Snapchat’s growth appears to have been similarly staggering. A January 2016 Fortune article reported that Snapchat users view more than 7 billion videos through the photo and video sharing app daily. In terms of user demographics, an April 2015 article in eMarketer says 18 to 24 year olds accounted for about 45% of Snapchat customers.
Social media is a term that is broadly used to describe any number of technological systems related to collaboration and community ( Joosten, 2012).
Social networking sites, blogs, wikis, multi-media platforms, virtual game worlds, and virtual social worlds are among the applications typically included in recent illustrations ( Barnes and Lescault, 2011 and McEwan, 2012).
Drlik & Beranek https://books.google.com/books?hl=en&lr=&id=1DaeDAAAQBAJ&oi=fnd&pg=PA71&dq=social+media+in+online+education+literature+review&ots=_M99byj1OD&sig=4Sxta_VlNCeAQGTdNBIwnXMu2TI#v=onepage&q=social%20media%20in%20online%20education%20literature%20review&f=false
From Facebook Earnings report
Offered in two sections every Spring semester
Online via Moodle Learning Management System (LMS)
In Classroom
Coincides with many students’ last semester in the program, whether in Associates or Bachelors programs
Received 1 point of extra credit on midterm & final in return for participation of the pilot
*Note the selection bias here (better students wanted the extra credit)
Several students (2) continued to post interesting articles they came across that related to the class in the Facebook group even after the course ended.
Several students (2) continued to post interesting articles they came across that related to the class in the Facebook group even after the course ended.
Several students (2) continued to post interesting articles they came across that related to the class in the Facebook group even after the course ended.
Social Networking integration with online learning holds promise in increasing and improving student engagement with both course content as well as fellow participants (peers and instructors alike).