You are here:

Co-Construction Concept Through Cloud-Based Social Network Platform Design, Implementation, and Evaluation
ARTICLE English

, Institute of Learning and Instruction, National Central University, Taiwan ; , , Institute of Learning and Instruction, National Central Unversity, Taiwan

IRRODL Volume 19, Number 5, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

Today’s learners can easily share their thoughts on their social networks, and this movement, undoubtedly, has been affecting their learning. However, learners in such an ad hoc social network environment need a deliberate design to support their idea sharing and concept exchange. Gaining insights into how to stimulate concept sharing in a social network helps learners learn. To this end, this study examined how to design a cloud-based concept construction platform, and analyzed the users’ interaction behaviours on the platform. A cloud-based platform named CoCoing.info was implemented to achieve the aim. The platform has three major functions: (a) co-construction concept building, (b) social network organization, and (c) concept circulation among social networks. Seven hundred and twenty-six accounts registered on the platform. Users constructed 2,121 concepts using 20,049 nodes, and 1,618 files were established. The access statistics results indicated that the platform was used throughout the day, in which the ratio of in-class to after-class access was 0.59:0.41. Among the interactions, 31.24% belonged to concept construction and 68.76% were user responses. Meanwhile, the key player social networking analysis results indicated that teachers appear to play a crucial role in initiating concept construction and triggering social interaction within the type of concept construction social network.

Citation

Chang, B., Shih, Y.A. & Lu, F.C. (2018). Co-Construction Concept Through Cloud-Based Social Network Platform Design, Implementation, and Evaluation. The International Review of Research in Open and Distributed Learning, 19(5),. Athabasca University Press. Retrieved December 19, 2018 from .

View References & Citations Map

References

  1. Al-Rahmi, W., Othman, M.S., & Yusuf, L.M. (2015). The role of social media for collaborative
  2. Borgatti, S.P., Everett, M.G., & Freeman, L.C. (2002). Ucinet 6 for Windows: Software for social network analysis. Harvard, MA: Analytic Technologies.
  3. Cañas, A.J., & Novak, J.D. (2008). Concept mapping using CmapTools to enhance meaningful learning. In A. Osaka, S.B. Shum, & T. Sherborne (Eds.), Knowledge cartography: Software
  4. Chiou, C.C. (2008). The effect of concept mapping on students’ learning achievements and interests.
  5. De Lima, & Zorrilla (2017). Social networks and the building of learning communities: An
  6. Gülbahar, Y., Rapp, C., Kilis, S., & Sitnikova, A. (2017). Enriching higher education with social media:
  7. Hwang, G.J., Wang, S.Y., & Lai, C.L. (2015). Seamless flipped learning: A mobile technologyenhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.
  8. Lewis, S., Pea, R., & Rosen, J. (2010). Beyond participation to co-creation of meaning: Mobile social media in generative learning communities. Social Science Information, 49(3), 351-369.
  9. Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (2nd ed.) (pp. 397-417). New York: Cambridge University Press.
  10. Sharples, M., Kloos, C.D., Dimitriadis, Y., Garlatti, S., & Specht, M. (2015). Mobile and accessible learning for MOOCs. Journal of Interactive Media in Education, 1(4), 1-8.
  11. Weinerth, K., Koenig, V., Brunner, M., & Martin, R. (2014). Concept maps: A useful and usable tool

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.