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Can learning be virtually boosted? An investigation of online social networking impacts

Yu, AY, Tian, W, Vogel, D and Kwok, RC-W (2010) Can learning be virtually boosted? An investigation of online social networking impacts Computers & Education, 55 (4). pp. 1494-1503.

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Abstract

Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that two socialization processes, social acceptance and acculturation, bridge individual online social networking engagement with three domains of social learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impacts of university student online social networking engagement on social learning processes and outcomes. Online social networking not only directly influences university students’ learning outcomes, but also helps the students attain social acceptance from others and adapt to university culture, both of which play prominent roles in improving their learning outcomes.

Item Type: Article
Subjects : Tourism
Divisions : Faculty of Arts and Social Sciences > School of Hospitality and Tourism Management
Authors :
NameEmailORCID
Yu, AYUNSPECIFIEDUNSPECIFIED
Tian, WUNSPECIFIEDUNSPECIFIED
Vogel, DUNSPECIFIEDUNSPECIFIED
Kwok, RC-WUNSPECIFIEDUNSPECIFIED
Date : December 2010
Identification Number : 10.1016/j.compedu.2010.06.015
Copyright Disclaimer : © 2010 Elsevier Ltd. All rights reserved
Depositing User : Symplectic Elements
Date Deposited : 09 Mar 2017 08:46
Last Modified : 31 Oct 2017 19:05
URI: http://epubs.surrey.ac.uk/id/eprint/813409

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