Collaborative learning
Social media profiles in learning ecologies
Open access · cc by · source: Europe PMC
Communications students at an online university formed distinct social-media learning profiles, including more academically guided versus more informal/digital resource users.
How this study connects
Role on claims
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Of 2,522 UOC communications students, 564 completed a social-media learning-ecology survey. PCA plus clustering distinguished academically guided resource users from informally oriented digital learners; one cluster was about 19% of the sample with high academically guided scores. Cross-sectional self-reports cannot prove that matching instruction to those profiles improves learning.
Evidence for the claim as stated.
Study at a glance
- Design
- Cross-sectional — Survey of communications students’ social-media learning ecologies
- N
- N=564 · From a population of 2,522 students
- Population
- Communications students
- Outcome
- How students use social media within their learning ecologies
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Social media profiles in learning ecologies
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
564 students responded from a population of 2522.
the total population of students was 2522, the final sample, or respondents, were 564 students
One cluster was about 19% of the sample with high academically guided resource scores.
The second cluster represents 19% of the total sample and is characterized by significantly high scores on variables in place with academically guided learning resources
Key findings
Factor/cluster solutions distinguished students who rely more on academically guided resources from those oriented to informal digital resources and actions, informing more flexible, profile-based training.
Methodology
Researchers surveyed 564 UOC communications students about social media in their learning ecologies, ran PCA on dozens of items, then clustered respondents into learner profiles.
Limitations
Cross-sectional self-reports cannot prove that matching instruction to profiles improves learning outcomes, and the sample is one online communications program.
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